BULLETIN OF THE 



The 



School as a Social Genjter 



By GEORGE H. EDWARDS, Jr. 



ISSUED QUARTERLY 
BY THE UNIVERSITY 



No. 35 

Part II 
October, 1913 



COLUMBIA, S. C. 

Second-Class Mail Matter 




THE UNIVERSITY PRESS, COLUMBIA. S. C. 



Monograph 



BULLETIN 



OF THE 



University of South Carolina 

No. 35, Part II 



The School as a Social Cfenter 



By GEORGE H. EDWARDS, Jr. 



A dissertation submitted to the Faculty of the Univer- 
sity of South Carolina, in partial fulfilment of the require- 
ments for the Degree of Master of Arts, and accepted on 
the recommendation of Josiah Morse. 



1913 

[Reprinted January, 1915] 






t^c 



PREFATORY NOTE. 



The Social Center Movement being still in the experi- 
mental stage, it is but natural that each "center" should 
have an individuality of its own, and that there should be, 
on account of this, some overlapping and confusion of 
terms used to designate the different features of the work. 
The "centers," which are called "Evening Recreational 
Centers" in New York, for example, have practically the 
same functions and activities as the "Social Center" of 
Rochester or Cleveland. 

In response to the need for a standardization of terms 
Mr. C. A. Perry has offered this tentative definition of a 
social center: "A community may be said to have a school- 
house social center if one of its school buildings is thrown 
open to the public on one or more fixed nights in the week 
for at least twelve weeks a year, for activities of a social, 
recreational, or civic character regularly directed by one 
or more trained leaders." 

In the choice and study of this subject, the services of 
Dr. Josiah Morse, his constant direction and innumerable 
suggestions, have been of inestimable value to the writer. 
He is also indebted to Prof. W. K. Tate, State Inspector of 
Rural Schools, for the table obtained from his question- 
naire; to the high school officials who aided him in his 
study of local conditions; to Mr. L. P. Hollis, head of the 
Welfare Work of the Parker Mills, Greenville; to Prof. 
Edward J. Ward, of the University of Wisconsin; to Mr. 
Clarence A. Perry, of the Russell Sage Foundation, and Dr. 
Josiah Strong, for valuable information and suggestions. 



CONTENTS. 



Chapter I. — What the Movement Is. 

1. The Beginning of the Social Center Movement. 
2. The Activities of the Social Center. 3. The 
Schoolhouse for Adults. 4. Free Lectures. 5. 
Music. 6. Civic Clubs. 7. Athletics. 8. Dancing. 
9. Quiet Games. 10. Sunday Activities. 11. Dra- 
matic Clubs. 12. Moving Pictures. 13. Voca- 
tional Activities. 14. The Clubs of the Center. 
15. Study Rooms. 16. A Place for Meetings. 
17. The Library. 18. Employment Bureau. , 19. 
Political Meetings. 20. Polling Places. 21. A 
Local Health Office. 22. Art Center. 23. Play- 
grounds. 24. Social Center Organization. 25. 
The Movement Abroad. 

Chapter II.— Its Relation to Other Social Movements. 

1. "The Little Red Schoolhouse." 2. The Social Cen- 
ter Abandoned. 3. Something Lacking. 4. Eve- 
ning and Vacation Schools. 5. Growth of the 
Public Lecture System. 6. Teacher-Patron Asso- 
ciations. 7. The Playground Movement. 8. The 
School the Natural Center. 9. The Agents of the 
Work. 10. The Ancestor of the Movement. 11. 
Part of a Greater Series. 

Chapter III. — The Value of the Movement. 

1. Classification of Values. 2. Its Social Value to the 
City. 3. Solution of the Rural Problem. 4. Bet- 
ter Government. 5. The Value of Play. 6. Drives 
Out Idleness. 7. The Rival of the Saloon. 8. 
Makes Dancing a Wholesome Amusement. 9. 
Fights Against the Social Evil. 10. Fills Out Our 
Educational System. 11. Reactionary Efforts. 
12. "The Keystone of the Arch." 



6 University of South Carolina Bulletin. 

Chapter IV. —Its Extent in South Carolina. 

1. A Questionnaire. 2. Uses for Non-school Purposes. 
3. Why the School Is Used. 4. Why the School 
Is Not Used. 5. Uses During Vacation Months. 
6. Direction of the Children's Plays. 7. Benefits 
of the Wider Use. 8. The Beginnings of the 
Wider Use. 9. Reading on the Problem. 10. 
Reports of the County Superintendents of Edu- 
cation. 11. Summary. 

Chapter V. — What We Should Do in South Carolina. 

1. Adaptation Necessary. 2. Use the School as a Club 
House. 3. Establish Public Lectures. 4. Promote 
Political Deliberation and Decision. 5. Make Use 
of the Playground and Gymnasium. 6. Concen- 
trate the Library Facilities. 7. Make the School 
a Public Health Department. 8. Arrange for 
Moving Pictures. 9. Only a Beginning. 

Bibliography. 



CHAPTER 1. 

WHAT THE MOVEMENT IS. 

The Beginning of the Social Center Movement. 

For some years such representative educators and pub- 
licists as Doctor Eliot, Professor Dewey, Doctor Josiah 
Strong, and Ossian Lang had pointed out the possibility of 
making the schoolhouse a social center. Each year these 
ideas became more definite and positive, and richer in 
content. In Feburary, 1907, delegates from eleven organ- 
izations in Rochester, inspired by the excellent work 
of the Parent-Teacher's Association, came together and 
formed a School Extension Committee. This committee 
obtained a municipal appropriation of $5, 000 for the School 
Extension work and immediately called in Mr. Edward J. 
Ward, a playground expert, now head of the Social Center 
work at the University of Wisconsin, who began the work 
of organizing and focusing about the schoolhouse the social 
and recreational activities of the community. 

Heretofore as soon as school hours were over the janitor 
cleaned up, locked the building, put the key in his pocket, 
and left it there until time to open up for class work the 
next day. But people have begun to realize that their 
property is lying idle, while they are in need of the advan- 
tages which it could so easily afford; also, that during his 
leisure hours the worker is intitled to pleasure and recrea- 
tion, without which life for any one is incomplete and 
barren. As a consequence, this movement begun in 
Rochester spread rapidly over the country. 

The Activities of the Social Center. 

Now, in many of our school buildings are carried on all 
the activities which lead to the enrichment of community 
life either through legitimate amusment or though the 
dissemination of useful and interesting information. With- 
out discrimnation as to age, sect or nationality, men, women 
and children are coming together for the profitable and 



8 University of South Carolina Bulletin. 

pleasurable utilization of their leisure moments. The 
school is being used for gatherings of all sorts— for com- 
mittee meetings, lodge, guild and society meetings— all 
find the classroom a quiet and convenient gathering place. 
These organizations are usually required to state their 
purpose and are allowed free access to the building when 
these are approved. Those organizations the least parti- 
san in purpose or membership are given preference when 
interests happen to conflict. The aim is to procure the 
greatest benefit for the greatest possible number of people. 
Several times a week— in many places, every night— the 
citizens come together to hear lectures, to discuss civic 
and political problems, to attend vocal and instrumental 
concerts, or to see some drama performed by local talent. 
Public debates and other forensic contests are held; moving 
pictures are shown in the auditorium; the gymnasiums are 
open to groups of boys and girls for swimming, basketball, 
indoor games and exercises, and for dancing. One room 
is reserved for the playing of quiet games. 

The school playgrounds are used for the children of the 
neighborhood. The library is open to the public for read- 
ing or research work, and the basement is sometimes 
turned over to the election managers for a polling station. 
It has been suggested that an Employment Bureau be 
installed in the school building. In many places it is used 
as the headquarters of the Local Health Department. Its 
uses are every day increased by the addition of some 
feature here and another there all over the country. . 

The strength of the movement is shown by the fact that 
school architecture has had to adapt itself to the new 
demand. (See Perry on "Social Center Features in New 
Elementary School Architecture.") The following is a 
partial description of the plan of a building of new type 
in Lexington, Ky. : "The basement of the new school, 
shows a kitchen, a carpenter shop, and a laundry where 
the children will be taught. * * * The swimming pool 
and showers are to be opened to the young people and the 
adults of the community as well as the school children. 
* * * On the main floor, in addition to the classrooms, 
there is a large room to be used as kindergarten, gymna- 



The School as a Social Center. 9 

sium and auditorium. In the morning the kindergarten 
children will occupy it. It is a story and a half high to 
accommodate the gymnasium apparatus. With the stage 
at the end and folding chairs it may be converted into an 
auditorium for stereopticon lectures, musical entertain- 
ments and plays. * * * The top floor shows four 
classrooms, and the middle library or reading room where 
the excellent Library Extension work now being carried 
on may develop. The flat roof of the combined gymna- 
sium and the kindergarten room below may be used for an 
outdoor school." The writer adds: "When the school 
buildings belonging to the people are used by the people 
as their club houses, where recreation, physical sctivity 
and educational amusement may be had by the young in 
proper environment the saloon evil and other social evils 
will not cut so large a figure in our civilization. ' ' 

The Schoolhouse for Adults. 

One of the chief aims of the movement is to get a hold 
on the adults of the community. They should not only 
be, but should clearly realize that they are sharers of the 
investment in the public school system. They ought to 
know the needs and advantages of the building which 
houses their children for such a large and impressionable 
part of their lives. They ought to enjoy the educational 
advantages which can easily be derived from school. In 
places where the school is not used as a social center, the 
patrons, as a rule, know almost nothing about its adminis- 
tration. Some have never even seen the inside of the 
schoolhouse. Too many boards of trustees, too, feel that 
their duty is completed when they have secured and paid 
the teachers, to whom they turn over all the responsibility. 
But when the patrons attend the "Center" and learn all 
about the work and the problems of the school, they 
willingly give it their financial and moral support. 

Free Lectures. 

The feature of the "Center" which is most successful 
in bringing the adults to the school is the free lecture. 



10 University of South Carolina Bulletin. 

In 1888 New York, under the leadership of Dr. Henry 
Leipsiger, organized the first course of free lectures for 
adults, which soon became a definite part of her educa- 
tional system. The popularity of the movement is shown 
by the fact that in a score of years the aggregate attend- 
ance of lectures in the New York schools has increased 
fiftyfold. Over a million people listened to lectures on 
1,746 different subjects in the season of 1911-12. 

It is worth noting that the lectures have been so care- 
fully planned into courses as to cover a definite amount of 
college work. At the close of two such courses examina- 
tions were given to those who desired them, and the 
successful ones in the examination were given certificates 
of credit by Columbia University. Other courses were 
accompanied with syllabi from the lecturer. It was the 
general custom of lecturers to answer any perplexing 
questions and to point out sources of information for a 
further study of the subject which he presented. 

The average cost of the lectures in New York was $26, 
but Cleveland, Ohio, has worked out a system by which 
the expense is almost nothing. An hundred lectures were 
given one session to an aggregate of thirty thousand 
people without other cost than that for light, heat and 
printing. Mrs. Sarah E. Hyre, Chairman of the Com- 
mittee on Lectures and Social Center Development of the 
Board of Education in Cleveland, has been the engineer of 
this work. She and her associates have taken an inventory 
of the possible lecturers in the city. Men and women in 
every kind of business have been called upon to contribute 
their brains and experience to the cause of the free lectures 
in their city. 

The lecturers vary as widely in their range of subjects 
as the sources from which they are derived. Sometimes 
on officeholder will tell how the money of the people is 
being spent. A college- professor analyzes a play of 
Shakespeare or gives instruction in some scientific branch. 
The statesman, the scholar, the practical business man- 
each brings some message from his realm of experience. 
After a lecture given in Clevelnad on "How We May 



The School as a Social Center. 11 

Fight Tuberculosis," letters were received by the authori- 
ties telling of various hygienic improvements that had 
been made as a result of the lecture. 

In New Yord lectures are given in Yiddish, German, 
Italian and other foreign tongues to large, attentive audi- 
ences. Many foreigners also attend lectures in English; 
so, while they are learning the language, they are also 
getting much valuable information. Here they learn 
something of our customs as well as the laws of State. 

In some cities the larger children are allowed to attend 
these lectures, but in New York and other cities they are 
excluded because they often become restless and disturb 
those about them. There is, however, a movement to give 
the children separate lectures which are well illustrated 
and can be enjoyed by them. 

Berry, in his article "Open Schoolhouse, " tells about a 
woman of about 40 years who is speaking of her daughter, 
"I cannot read, and yet the old mother must talk with 
her daughter of her new life or else she must learn to 
look elsewhere. With us it is often so in America— our chil- 
dren grow beyond us because we do not understand of the 
things they learn at school. When I heard of the lectures I 
said to myself, 'This is how I will keep along with my girl. ' 
There is plenty to talk between us now. It is good that 
in America the school is not alone for the young." In the 
same article he quotes a bachelor who wrote: "Until you 
began these lectures I was paying out so much to support 
the public schools every year and getting no direct benefit. " 

Music. 

It is generally admitted that music is essential for the 
success of a social center. All the commercialized forms 
of amusement use it as a drawing card. It was by daily 
concerts that the Schlitz Beer Gardens of Milwaukee were 
able to gain the extreme popularity which they enjoyed. 
But when the schools began to furnish this need, the 
gardens were soon driven out of business. 

As everybody gathers around the piano at night just 
before the "center" is closed, and sings, 



12 University of South Carolina Bulletin. 

"The Social Center, 
The place where everybody feels at home 

Forgets th' external, 

Becomes fraternal ; 
And knows the time for friendliness has come," 

they really join into the spirit which makes the "center" 
what it is. 

Dr. Samuel Crowthers, when he heard this whole-hearted 
singing in Rochester, said: "Not since Civil War days have 
I heard people sing with such spirit. The one justifica- 
tion of war is that it makes people realize that they have 
a common bond, a common interest— and they express 
that feeling in song. You people of Rochester, in the 
Social Centers, have made the same discovery of a com- 
mon bond. You prove it by the spirit of your singing. 
You have done a great thing. You have found a substitute 
for the only good thing about war, so that war is no longer 
necessary. ' ' 

This "joining in" on the old familiar airs really arouses 
more healthy enthusiasm than almost anything else does. 
And this is not out of reach of any community clubhouse. 
The following stanza, thus sing in Rochester, describes 
very tersely the attitude of the people towards the use of 
school buildings: * * * (from The Schoolhouse on Our 
Street) : 

"The children on our street do play, street do play; 
But horses, cars, and trucks are all in the way; 
So here no childish sports and joys, 
For all is danger, dirt and noise." 
So this is how they solved the problem, and gave the 
children a place to play. 

' 'There once was a schoolhouse, a great mental tool, 
Was shut every night in the year, 
Till the people who hovered around it discovered 

That this was a folly too dear. 
Said they, If 'tis ours, then we have the powers 

To use it whenever we will. ' 
So 'twas opened at night, and today with delight 
You can hear them ashouting their fill." 



The School as a Social Center. 13 

Many of the "centers" have arranged to have very fine 
music. Usually they do this by developing local talent. 
Some of the "centers" arrange to give instruction in vocal 
and instrumental music; in solo, choral and orchestral 
work. Thus they discover talented persons in their own 
midst who are glad to furnish their services in return for 
the training which they receive. 

Richmond, Indiana, although a small manufacturing 
town, has accomplished some remarkable results in the 
development of its musical talent. The school provides 
for the training of an orchestra composed of high school 
pupils: The members have bought most of the instru- 
ments for themselves. However, a few of the instru- 
ments which are especially costly and useless except for 
orchestral work, the school has provided. This orchestra 
furnishes the music for all the gatherings in the large 
auditorium of the school. 

It takes a town with well established musical traditions 
to support a good orchestra; but besides this one they 
have developed and maintain the People's Symphony- 
Orchestra, which meets in the school auditorium and gives 
regular Sunday afternoon concerts from October until 
May. They also have a People's Chorus of about 250 
voices and a high school chorus, each of which adds to the 
pleasure of the cultured little town. 

They adopted the policy of playing, in the main, what 
the people wanted. At first calls came for the popular 
"rag-times", but the people gradually developed a taste 
for better music. It has been the experience that, when 
people hear music constantly, their taste is gradually 
developed and they call for a higher type of music. 

Civic Clubs. 

That Rochester made a distinct contribution to the move- 
ment in the establishment of its Civic Clubs is easily 
explainable by their attitude as expressed by Mr. Ward: 
' 'The first thing, the fundamental thing in the movement 
for the wider use of school buildings in the American 
spirit, is their gratuitous use for the free examination and 



14 University of South Carolina Bulletin. 

discussion of public questions. It is no exaggeration to 
say that in making the schoolhouse the forum of the peo- 
ple lies the chief hope of perpetuating the republic and of 
perfecting its institutions." 

Rochester's contribution consists in the new attitude of 
the school authorities toward the community. The other 
places— New York, Cleveland, Boston and the rest— failed 
to distinguish between the relation of the school authori- 
ties to the children and to the adults. The authorities are 
paid by the community to govern the children, and are 
servants of the community. In Rochester they realize 
(Mr. Ward has always emphasized it) that the building 
belongs to the people; and that the authorities, including 
the Board of Education, had no right to tell the people 
what they should talk about, and what they should not. 
Dr. Still, in a casual statement, showed the attitude of 
New York, when he said at a Rochester "Center", "You 
people should be very grateful to the school board for their 
goodness to you in allowing you to use these buildings." 
A citizen in the audience afterwards ventured the opinion 
that, if New York paid their school board, they would 
realize their real positions and could not ' 'assume such an 
utterly ridiculous attitude toward the citizens' use of the 
buildings." (See E. J. Ward's Social Center, p. 176.) 
It was the democratic spirit of the organizers which made 
Rochester's Civic Clubs so markedly successful. The Civic 
Club is organized for the free discussion of all questions 
relating to government, local or national. The general 
popularity of the movement, where it has been tried, 
shows that folks enjoy coming together to talk and learn 
about the affairs of the day. They throw aside reserve 
and really get to know each other. Coming together in 
the schoolhouse, they give open-minded attention to both 
sides of the question. This freedom of expression has the 
effect of making them sympathetic with the views of 
their opponents. A motto of one club is "We can disagree 
agreeably." 

The true spirit of the civic club is entirely democratic. 
There is no sect or nationality of any numerical strength 



The School as a Social Center. 15 

in the big cities which has not representatives in most of 
the civic clubs all over the city. Any citizen is welcome 
to become a member of a club, irrespective of social posi- 
tion. The pronounced feeling of brotherhood is evinced 
by the fact that civic clubs from wealthier portions of the 
city entertain those from the poorer sections and are 
entertained in turn by them. 

It is through these clubs that true democracy is real- 
ized—the actual guiding of the government by the people. 
The civic club gives every man a chance to express him- 
self. And when the officeholder knows what the people 
want, they soon get it. When we have established free 
discussion of all questions and publicity of proceedings 
through the work of the civic club, then, and not before 
then, can we talk of a pure democracy. 

In a Boston school ' 'center, ' ' eighteen young me* have 
organized a club, which they call the Junior City Council. 
They modeled their proceedings on those of the city coun- 
cil. They introduce measures for the government of the 
city and discuss them on their merit. They study local 
conditions and collect facts which will lead them to an 
intelligent understanding of these conditions. They are 
preparing themselves for most valuable citizenship. 

It is encouraging to know that this most valuable feature 
of the social center work in the schools is in the reach of 
every school neighborhood. To establish some of the 
other features, money and equipment is essential. But 
the present equipment of any school is ample to begin this 
feature with. And there is no reason for any objection to 
the use of the school building. In the whole movement 
no instance has been mentioned where the school property 
was injured. In many cases the use lead to the realiza- 
tion of school needs and to steps for supplying these 
needs. These meetings often result in efforts to better 
conditions for the community— most often for the children. 
It was the civic spirit of the "Neighborhood" Club in 
Public School No. 63, Manhattan, N. Y., which spurred 
the adults of the neighborhood to demand better public 
protection for their children at the street crossings and a 



16 University of South Carolina Bulletin. 

thorough investigation of the moving picture shows of the 
neighborhood, and led them to co-operate with a settle- 
ment of the district in cleaning up their streets and adding 
to the civic beauty of the section. 

Athletics. 

The scene of greatest activity is the gymnasium. There 
groups of men and boys are happily engaged in all sorts of 
healthful exercise and recreation. It i^ not an uncommon 
thing to find a fireman and a policeman in a wrestling 
match or to see a father and son in the same game. In a 
game of volley ball held at Prescott, Wis. , in the summer 
of 1911, three generations played. One of the young men 
in choosing sides called to his father, "Come on, dad, I 
want you on my side." (See Jack Remington's "Every- 
body in Prescott.") In their various activities men as old 
as sixty and seventy often participated. 

Basketball is the favorite game of the "center." With 
its excellent opportunities for physical development and 
the additional advantages derived from a game, it affords 
a most pleasant and heathful means of recreation. Indoor 
baseball, handball, quoit throwing, dodgeball— each have 
a place. Races of all sorts are invented. Relays, potato 
races and Indian Club races afford amusing variations. 
In a New York "center," for example, the director made 
the boys lie on their backs and start from that position. 
Boxing and wrestling are also taught. 

Swimming is given a conspicuous place in physical cul- 
ture. Cincinnati has installed swimming pools in her 
public schools, in Denver and Philadelphia, the pupils are 
being taught to swim and Columbia University requires 
all its students to swim. The movement seems to be 
spreading, and it may not be long before swimming is 
given a definite place in every course of physical training. 

Time and again it has been demonstrated that physical 
prowess appeals to boys more than anything else, and the 
gymnasium affords a means of 'getting hold of boys other- 
wise unapproachable. One night, several years ago in a 
certain section of New York, a "tough," the terror of the 



The School as a Social Center. 17 

neighborhood, entered the social center, swearing that he 
was going to "clean it out." He was immediately inter- 
ested in the work of a "gym" class, and was humiliated 
when he found them his superior in the work. He came 
nightly, and soon became one of the best athletes of the 
center. The director, hearing that he had been the leader 
of a gang, asked him to bring them and form a basketball 
team. He did bring the boys, and a street gang was 
transformed into a good basketball team. 

When the boys enter one of New York's centers at 
seven-thirty they are allowed a few minutes of free play. 
Then the athletic director puts them through a thorough 
drill of "setting up" exercise. They aim to give all round 
development to all the fellows. Their object is not to 
produce stars or train professional acrobats, but to give 
each boy a strong proficient body. 

This is clearly shown by inter-class competitions where 
class and not individual records are counted. In the 
standing jump, for example, the record of each member 
of the class is taken and the average goes as the class 
record. It was a rule that every member of the class had 
to participate to make the record valid. But it was found 
that some children were kept out of the contest by ab- 
sence from school, or on account of sickness. So at 
present eighty per cent, of the class must take part in 
order to establish a record. This means that the strong 
and active members are going to be interested in the 
weaker ones and will help them develop. Just this has 
been done. The best athletes of the class take it upon 
themselves to coach the poorer ones and thus raise their 
standard. This splendid plan puts the emphasis on the 
man that really needs the work the most. 

Dancing. 

For the girls and women, also, the gymnasium has its 
attraction. They fence, play basketball and other games 
played by men. But the greater part of their "gym" 
work consists in rhythmic exercises and dancing. The 
dance most often used in the school "centers" is the 



18 University op South Carolina Bulletin. 

Folk Dance. The girls arrange themselves in parallel 
rows and present the old national dances in time with the 
appropriate music. As the pianist strikes up the old 
Norwegian strain, "Reap the Flax," they move in perfect 
rhythm, going through the motions of harvesting the crop. 
Or perhaps it is the national dance of Poland, Italy, or 
Russia, or the quick movement of the Hungarian dance. 
Their bright faces gleam with the pleasure of the exer- 
cise and self -consciousness is instantly thrown aside in the 
desire for perfect team-work. 

Clarence A. Perry, in "The Community Used School," 
makes this assertion: "Folk dancing, especially, respre- 
sents the maximum of benefit with the minimum of 
expense. Exhilarating, sociable, imparting grace, exer- 
cising all the muscles, quickening the important bodily 
functions, requiring small space per person, and economi- 
cal of teaching material— its introduction has changed 
the aspect of life for thousands of city girls and it may be 
preparing heritages of rhythm and color for unborn gen- 
erations." 

In Newark, N. J., New York, and a few other cities, 
folk dancing is taught the girls after school hours. They 
use the classrooms and, frequently, the flat roofs of the 
school. In Pensacola, Fla. , they have placed a piano on a 
platform under .some splendid trees, and allow folk danc- 
ing at recess. This was undertaken for the purpose of 
breaking up quarreling and clannishness among the pupils, 
and has proven a splendid success. Oregon, however, bars 
the use of the school for folk dancing, as well as the com- 
mon dances, by the law that "No dancing shall be per- 
mitted in any schoolroom." (For recent State legislation 
affecting the social and civic use of school buildings see 
"A Survey of School Social Centers." by C. A. Perry.) 

After preliminary precautions a new step was taken at 
Evening Recreation Center, No. 188, of New York. On 
several occasions the girls had invited the boys to their 
Social Center for concerts, games, and social functions. 
One Wednesday evening they were allowed to ask their 
boy-friends to a dance. Only boys who were recommend- 
ed by the principal of their "centers" as being especially 



The School as a Social Center. 19 

gentlemanly were admitted. The experiment was such a 
success that the boys and girls were allowed to form a 
dancing class. To join, a boy had to be well recommend- 
ed and agreed upon by the five girls and five boys who 
acted as an executive committee. The weekly fee of 
of five cents apiece, paid by girls and boys alike, went to 
cover the expense of music, waxing the floor, etc. There 
was a little money left over which they used in one or two 
pleasant outings. The Opportunity Clubs of Boston, also, 
held mixed dances and counted them in every way a suc- 
cess. 

This is quite an innovation and caution is necessary. 
But it has been taken up successfully by at least six of 
the New York Centers. Dr. Edward Stitt, when he saw 
150 young folks enjoying themselves on the school floor 
and only 30 in a notorious commercialized hall across the 
way, said that he believed he saw the solution for the im- 
moral dancing in the activities of the social center. In 
his article, "New York Social Centers," C. S. Childs 
points out that progress has been made in the suppressing 
of objectionable dancing. He says, "The neighbors on the 
floor committee learned that one of the sure ways to stim- 
ulate improper dancing is to crowd the dance floor; and, 
vice versa, that the first rule in controlling a public dance 
is to restrict the number on the floor to such an extent 
that each couple can always be seen and easily followed 
and will have plenty of room for turning." 

Quiet Games. 

In some quiet portion of the center, often in the read- 
ing-room, provision is made for playing table games. 
Authors, geographical names, and historical events are 
some of the card games. Parchesi, krokinole, dominoes, 
chess — these are a few of the games which prove so ab- 
sorbingly interesting to old and young alike. 

A Boston center has established a "Games" Club, for 
the girls, which is in reality a "normal training class." 
(See the Report of the East Boston Center.) The authori- 
ties wished to point their girls to other professions than 



20 University of South Carolina Bulletin. 

bookkeeping and stenography. So the "Games" Club is 
teaching those girls how to tell the old folk-stories and 
sing old songs to children as well as how to conduct all 
sorts of games. They are learning to weave mats and 
baskets, do brass work, and other things that will help 
them in amusing children. The enthusiasm for the work 
has alreadys induced several girls to look towards it as a 
profession. One of the girls has organized a "Games" 
Club of her own. 

Sunday Activities. 

Miss Julia Richmond, District Superintendent of the 
City Schools of New York, suggested that we must face 
this question, "Shall we advocate the 'Open School' on 
Sundays?" This question seems to present but little diffi- 
culty, however. In Rochester, the ministers themselves 
asked that the school-houses be opened on Sunday after- 
noons. The schoolhouses are now opened every Sunday 
in Rochester, in New York, and in other cities. Quiet 
games and concerts furnish recreation not at all out of 
harmony with the spirit of the day. Lectures and con- 
certs are given in the New York centers. They have 
found it wise to take a voluntary offering, which keeps 
people from feeling impoverished. At Long Beach, Cali- 
fornia, two Sunday schools are held in school buildings. 

Dramatic Clubs. 

Most of the large centers have dramatic clubs. In the 
East Boston center they have two; one for the boys, and 
one for the girls. In training the voice, cultivating good 
breathing, and many other unsuspected ways, the partici- 
pants derived considerable benefit. Each club gave a 
creditable performance last year, and is anticipating 
much future benefit. 

Moving Pictures. 

Moving pictures have been called the "drama" of the 
center. They appeal to the emotions, as does the the 
drama. Through them thousands of people can for five 



The School as a Social Center. 21 

cents see Sara Bernhardt act. It is estimated that over four 
million people all over the country daily visit the "picture 
shows." A large per cent, of these are children. There 
is only one institution which reaches more people than 
the picture show— the school. The moving pictures 
necessarily exert a tremendous influence, and the in- 
stitution is as yet in its infancy. It holds out oppor- 
tunity for the most vivid and pleasurable teaching of 
geography, history, science, and other subjects. Through 
"Pathes' Weekly" people all over the country saw Wil- 
son's Inauguration much better than many who went to 
Washington. However, this institution is at present 
largely commercialized. 

Yet some school centers have already installed machines 
and shown pictures to large, enthusiastic audiences. Mil- 
waukee has shown pictures in ten of her school "centers." 
The moving pictures will undoubtedly have an increasing- 
ly important place in the program of the "center." 

At present, however, it is difficult to secure satisfactory 
films at a reasonable price. The film "exchanges" insist 
on charging the school the same prices that they charge 
the commercialized theatres, whereas the film is used five 
or six times a day by the theatres and only once or twrice 
by the school. It is also difficult to get the privilege of 
selection of films. To make this a successful activity of 
the school co-operation on the part of the schools will be 
necessary. Either an educational exchange, which would 
without doubt be a financial success, must be established; 
or the schools will have to adopt a system of buying films 
and lending them in exchange for others. It is probable 
that both methods will soon be common. 

Vocational Activities. 

At several centers it is arranged to bring in a few of 
the useful arts along with the pleasures. In the East 
Boston Center two clubs meet and sew for a little over an 
hour, when they put away their work and spend the rest 
of the evening in dancing or social activities of some sort. 
Oakland, California, opens some of her schools on Satur- 



22 University of South Carolina Bulletin. 

day for manual training and domestic science. In Phila- 
delphia a sewing club was made possible through the en- 
terprise of a young man who lent several sewing machines 
in order to advertise his machine. The boys are learning 
brass work, wood carving, and chair caning, while the 
girls have domestic science, crocheting, doll dressing, etc. 
In Milwaukee the boys are also taught to make baskets 
and mend shoes. Thus they not only learn useful work, 
but learn to enjoy it. 

The Clubs of the Center. 

The New York Centers have probably succeeded better 
than the others in the organization of young folks' clubs. 
Whenever a boy (or a girl) enters a center, he (or she) 
is urged to join a club. When first organized, each club 
was distinctly athletic, literary, civic, dramatic, or what 
not. But the aim of the authorities has been to make them 
uniform. All these clubs are now scheduled for certain 
periods of work in the gymnasium and in the playing of 
quiet games. Each is required to have at least one busi- 
ness meeting a week, and to know something of hygiene, 
civics, and American history. Most of them have regular 
periods for literary work and debates, as well. Two lit- 
erary clubs have begun publishing weekly papers, which 
are filled with the news and jokes of their center. 

Study Rooms. 

Some school children do miserably poor work, merely 
because they have no suitable place to study. They may 
have to work where the family is talking; or be interrupt- 
ed as soon as they get settled, and sent on some trifling 
errand. For these, most centers have provided study 
rooms. After they begin home work (usually in the 
fourth grade), they are allowed to bring their books to 
the study room, where a sympathetic teacher will help 
them learn how to study. Perry quotes a New York 
principal as saying, "We have an average of about sixty- 



The School as a Social Center. 23 

five boys every evening and some of them have told me 
that since coming here they have received A's on their 
reports for the first time in their lives." 

A Place for Meetings. 

The school is being very properly used in many places 
as the headquarters for organizations helpful to the com- 
munity. In the rural districts Farmers' Institutes, Corn 
and Hog Clubs, Granges, Boys' Corn Clubs and Girls' 
Tomato Clubs use the schoolhouses. Farmers come miles 
because they realize that the lectures they hear on farm- 
ing are worth dollars to them. Charles W. Holman, in 
his address, "Social Center Work in the Southwest," 
quotes a farmer near Sherman, Texas, as saying, "I have 
learned things by attending these meetings that mean 
money to me. That is one of the reasons why lny wife 
and I come twelve miles every time you folks meet to- 
gether." 

The organization of Boy Scouts and the sister organiza- 
tion of Camp Fire Girls find the schoolhouse the natural 
place for headquarters. The Parent-teacher Association, 
Mothers' Clubs, and Associations for school improvement, 
all find welcome at the school "center." 

The Library. 

The Library has been called the "people's college." 
As a matter of fact a college course consists of a few of 
the best books on certain subjects studied with special 
care. A boy should get the habit of reading so that he 
can carry on his education after he leaves school or 
college. The adults need the library as well as do the 
pupils. Everyone should know how and where to look up 
what he needs. It is surprising, however, how few peo- 
ple understand the value of an index or table of contents, 
and how few can use Poole's Index or the Reader's Guide. 
In the summer the city children need some legitimate 
pastime. This is the best time to increase the sphere of 
one's reading knowledge and to fix in mind the things 
taught in school. 



24 University of South Carolina Bulletin. 

Grand Rapids has found that the most convenient place 
for the library is the schoolhouse. This puts it where the 
children can use it and at the same time nearer to the 
parents. Branches of the local Public Library have been 
placed in the basement of five school buildings, and little 
messengers daily take books home to their parents. 

Rochester has no municipal library and has well shown 
the feasibility of supplying the city from the schools. 
Milwaukee established her public library as a ' 'Branch of 
the Public School System," and has two branch libraries. 
St. Louis, Detroit, Buffalo, New York, and other cities 
have branch libraries at the "centers." The plans of the 
Rusk School for Houston, Texas— the city which spent 
$500,000 in 1911 for socializing her schools— and those of 
the Guilford School of Cincinnati, provide large rooms for 
libraries. Col. Frank P. Holland, Editor of the Farm and 
Ranch, realizing that the first step in establishing a social 
center is to secure some library facilities, has made it pos- 
sible for the rural schools all over the State of Texas to 
start libraries. 

Employment Bureau. 

The schoolhouse, after supplying the need for vocational 
education, has wisely undertaken vocational guidance for 
its pupils. Boston has a vocational adviser for every school. 
Harvard has recognized the demand for trained men in this 
work, and in 1911 the Harvard Summer School offered a 
course on vocational guidance. The next step is to help 
the pupils obtain suitable work and get them started right 
in life. This step has been taken in several places, and it 
is usually found that the Librarian can handle the bureau 
very effectively. Doctor Commons, of the Wisconsin In- 
dustrial Commission has suggested a State Bureau with a 
local branch in each town. A branch of the local branch 
is to have headquarters at the school. Thus even the 
rural communities will be benefited and the man in the 
country or town would know within a few days of any 
positions open in the State. In any system to bring men 
and positions together, the schoolhouse offers a splendid 
place for a branch office. 



The School as a Social Center. 25 

Political Meetings. 

In 1911 the Cleveland Federation of Labor held meetings 
in the schoolhouses of the city to discuss the initiative and 
referendum. They had some trouble getting permission; 
but it was finally agreed that upon the signed request of 
twelve voters and the payment of $3.00 to defray extra 
expenses, the buildings could be obtained. Jersey City 
has used the schoolhouse for partisan political meetings 
with no disorder or injury to the building. LaFolette, 
Wilson, Roosevelt, Taft and others, spoke at these meet- 
ings. For two years Wisconsin has required the school 
authorities to allow the buildings to be used, without cost 
or inconvenience to the users, for political meetings; and 
no case of misuse has been reported. In Chicago the 
school auditoriums have been used. At the first meeting 
the speeches were preceded by music. Men and women 
were there to enjoy speeches worthy of statesmen. 
Struck by the contrast with former meetings, an old man 
exclaimed, "I wonder why they didn't think of holding 
meetings in the schoolhouse before. It is certainly better 
than going to some back room of a saloon. Why you can 
take the Missus with you in a fine place like this." (See 
a "Survey of School Social Centers, 1911-12, by C. A. 
Perry. ) 

Polling Places. 

In Berkley and Long Beach, California; Grand Rapids, 
Michigan; Salt Lake City, Utah ; Madison, Wisconsin; 
Boston and other places, the schools are also used as 
polling places. Milwaukee and Worcester use the schools 
for polling places as well as centers of political delibera- 
tion. It is worth mentioning that in 1911, when women, 
voted for the first time in Los Angeles, the use of polling 
stations was begun in about thirty schools. Suffragists 
and anti suffragists unite in the opinion that, whether the 
women vote or not, the polls should be decent for them to 
attend, or they are not fit for the men. The ballot-box of 
democracy deserves better housing than a saloon, the 
back part of a store, or a temporary street booth. It is 



26 University of South Carolina Bulletin. 

stated that in the five boroughs of Greater New York the 
expense for the rental of polling places for use during the 
general election, the four registration days, and one 
primary day in 1911, amounted to $102,565. (See "A 
Survey of School Social Centers," by C. A. Perry.) This 
gives some idea of the tremendous expenses of a 
campaign. Los Angeles expects to save $50,000 yearly by 
the use of the schools for this purpose. 

The principals of the schools are most enthusiastic in 
their endorsement of the plan. They have in no case 
been inconvenienced in the regular school work by the use 
of the basement or some room as a polling station; and 
report that the dreaded soiling of the buildings has proven 
largely imaginary, and is greatly offset by the advantages 
of the polling place to the school. This use dignifies the 
building in the eyes of the pupils and the community. 
The children may see the voting and receive inspiration in 
their civics from the addition to its reality. The signifi- 
cance of the school is also brought home to the voter 
himself, and he becomes a better supporter of the institu- 
tion. It has been suggested that the principal of the 
school act as clerk for the electorate, receiving just com- 
pensation for his labor. He would attend to the 
preliminary arrangement of the programs and the 
publicity of the affair. Thus is would be recognized that 
a public servant of all the people would be free from 
political prejudice or injustice. 

Local Health Office. 

The Health Officer has been looked upon as a ' 'sanitary 
policeman" Now, however, we are beginning to look 
upon his possibilities as a teacher of hygiene. New York, 
Cleveland, and other cities have had physicians and 
dentists to give lectures and demonstrations in the value 
of obeying the laws of health. Instruction has been given 
in the use of food, clothing, and the proper housing con- 
ditions. Women have been taught how to bathe, 
nourish, and care for, their babies. Series of lectures 
have been given in Rochester in the fight for hygienic 
conditions. 



The School as a Social Center. 27 

Most of the up-to-date schools give the pupils health 
examinations. Slight defects are remedies which could 
not later be removed. Boys and girls are saved weeks of 
suffering and loss by the removal of adenoids or relief to 
a tooth. In February, 1910, Rochester established a 
dental department in public school No. 14, which is doing 
much good. The children, when taught lessons of bodily 
care and hygiene, spread this among their parents ; and 
some of the benefit is extended to them. Along with the 
inspection comes the need of a dispensary of medicines 
for the children. The parents are allowed the privileges 
also of the local health office. 

Art Center. 

Through the leadership of Mrs. M. F. Johnson, the 
progressive little town of Richmond, Indiana, has won the 
title, "The Art Center of America." For sixteen years 
the Richmond Art Association has existed, with its head- 
quarters in the schoolhouse. Mrs. Johnson originated the 
idea of giving the Richmond people a chance to enjoy the 
color taste as well as the taste for music. Consequently, 
an exhibition was a arranged in the school and paintings 
and etchings were loaned by the citizens. This "Demo- 
cratic Art Movement" developed ; and pictures were 
secured from without. Now the association owns many 
fine paintings, and artists from all parts of the country 
send their work for the yearly exhibition. Small prizes 
for the best local paintings and for the best State work 
have brought forth an unexpected number of very credit- 
able paintings and have given a considerable stimulus to 
the artists of the State. 

Soon after the association was formed, it was decided 
that they needed the backing of the municipal authorities. 
In order to secure this they asked the council for a 
hundred dollars. The council realized the value of the 
movement, but felt that to make such an appropria- 
tion would be in violation of the law. But the city 
attorney so convincingly portrayed to them what it would 
mean to the town that after an hour's discussion, they 



28 University of South Carolina Bulletin. 

passed a measure over the mayor's veto and appropriated 
money from the city treasury. The school completed in 
1911 had three room especially designed for an art gallery. 
A course of extension lectures on Art^was given in the 
the Richmond School by Mrs. C. K. Chase, who is a 
student of Art of most of the European countries. These 
efforts have been repaid in the benefit to the children 
alone. The school pupils were allowed to show their 
work at the yearly exhibitions. Though the first efforts 
were, of course, crude, the school exhibitions contain 
much creditable work now. 

Playgrounds. 

All over the country schools are awakening to the value 
of the playground. Milwaukee has an Association for 
Public Play and Social Education. Newark, New Jersey ; 
Pensacola, Florida ; and other cities, have organized play 
for the pupils at recess and after school hours. In 
Newark some handicrafts are taught on the playground. 
The schools which have organized play usually open the 
grounds during school hours for the use of the children of 
the neighborhood that they may experience the supreme 
joy of the sand box without the danger from the traffic of 
the street. The growing tendency is to co-operate with 
the community in the use of all school property, and the 
playground is in many places serving a very real need. 

Social Center Organizations. 

This spontaneous nation-wide movement for the use of 
the school as a social center has gradually taken on a more 
tangible form. The first Social Center Conference came 
together at Dallas, Texas, on February 17th, 1911, at the 
request of Colonel Frank P. Holland. Oklahoma has or- 
ganized a State Social Center Association, and many cities 
have social center committees. 

A few years ago, two Pittsburg women, Mrs. Vander- 
grift and Mrs. David Kirk, became interested in bettering 
social conditions by putting moving pictures on a moral 



The School as a Social Center. 29 

foundation. This idea broadened and developed into the 
socializing of the school, So the Social Center Association 
of America was formed, with Dr. Josiah Strong, of New 
York, as President. It was thought best to hold a confer- 
ence ; with Mr. Ward's assistance, therefore, it was 
arranged to meet in Madison, Wisconsin. On October 
26th, 1911, the First National Conference on Civic and 
Social Center Development convened and held meetings 
three days, hearing and discussing every phase of the 
work. The Convention was scheduled to meet again in 
1912, but was put off on account of the Presidential elec- 
tion. 

The Movement Abroad. 

Though it is more developed in America, tile social 
center movement is not confined to this country. The 
Scottish Christian Social Union opens the schoolhouse as 
a neighborhood clubhouse. The aims of the association, 
though religious, are not essentially different from the 
English or American centers. The English schools pro- 
mote the same recreational and social features that we do. 
But the Government charges rent for the use of the build- 
ings, and the centers are kept open at the expense of 
private organizations. Mrs. Humphrey Ward, who is 
very much interested in promoting the social side of the 
school's activities, has been trying for several years to get 
the government to insure the premanency of the work by 
taking it over. As yet her efforts have met with little 
success, but it is hoped that the goverment will soon be 
ready to take charge of this important work. 



CHAPTER II. 

ITS RELATION TO OTHER SOCIAL MOVEMENTS. 
"The Little Red Schoolhouse." 

This movement, of course, is not an isolated one, nor 
unconnected with the other social and educational move- 
ments of our time. It is easily seen how it arose in re- 
sponse to the needs of the people, and developed after 
years of experiment, to its present wealth of scope and 
organization. It would be wrong to consider this a "new" 
movement. Rather is it a reinstatement of the school to 
the important position it held in certain sections of our 
country in the days of the "LITTLE RED SCHOOL- 
HOUSE" on the hill, some seventy-five years ago when it 
was the center of the community's activities. Each one 
then felt a personal interest in it because it was common 
property, the common denominator of the village, as it 
were. 

It was but natural, therefore, that they should look to 
the schoolhouse to satisfy the desire, deep rooted in the 
soul of man, for contact with his fellows. The school was 
often opened in the evening and the patrons would come 
together to spend their leisure in an old time "spell- 
down," to hear some wandering lecturer, or maybe a 
county politician. The granges and clubs met in the 
schoolroom, the children gave entertainments to their 
proud fathers and mothers, and preachers of every sect 
received a respectful hearing. The social life of the 
neighborhood was thus centered in the school. 

The School Center Abandoned. 

But as the communities grew and the schools were en- 
larged, the old community spirit began to disappear. The 
school became more formal, and the patrons were more 
and more separated from one another on account of 
specialization of occupation and of interest. For the old 



32 University of South Carolina Bulletin. 

time neighborhood civic gatherings were substituted the 
meetings of party politicians, and for the expression of 
the will of the community through the school meetings 
were substituted the platform drawn up by a few party 
leaders. Sets and cliques were formed, and the in- 
dividuals of the community began to seek private means 
of satisfying their social needs. The church, the club, 
and other organizations were called upon to take up the 
work so well begun by the school. 

On account of this civic cleavage, the growing demand 
for recreational activities was not met by the school ; and, 
as a consequence, these activities fell largely into the 
hands of commercial enterprises. The school, as a result, 
lost its magnetism as a social center, and until quite 
recently was regarded merely as a temporary abode for 
the children. 

Something Lacking. 

However, the private and sectarian agencies did not 
prove capable of fulfilling the functions which had been 
taken away from the school. Many of the old agencies of 
morality have now lost power over the community. The 
institutions whose stability depended at all upon tradition, 
convention, or simple faith, are losing ground before the 
steady advance of reason. They have failed to get the 
members of the community acquainted with one another, 
or to draw them together in the interest of its civic and 
social welfare. 

The school, restricted as it had become, was unable to 
do what was expected of it. There was but little in its 
work which helped to propagate the true community 
spirit. The school's government is based upon unquestion- 
ing obedience ; but obedience alone is not enough to make 
a good citizen in a democratic country. The work of the 
school, therefore, did not accomplish as much as was 
hoped for in making efficient citizens of our children, 
The schoolhouse was regarded only as a place for un- 
pleasant work, and no effort was made to guide the 
recreational activities of the neighborhood. Almost no 



The School as a Social Center. 33 

guidance was furnished by the school for the proper use of 
the leisure hours, which play such an important role in 
the education and life of the child. Like so many other 
agencies the restricted school was unable to meet the 
growing demands made upon it. On account of these 
demands the school had to be adapted to the new require- 
ments, and this called for a wider use of the property of 
the school. 

Evening and Vacation Schools. 

Though night schools in this country were organized as 
early as 1849 and vacation schools were started in 1866, 
their scope was, as yet, restricted as that of the day school. 
They were doing good work and met a real need, but the 
work was largely vocational and specialized ; anq^ as yet 
they did little to satisfy the need of a social center. In 
this respect their defects were the same as those of the 
common day school. 

Growth of the Public Lecture System. 

To increase the efficiency of their teaching corps, schools 
in various parts of the country began inviting professors 
from the normal schools to address the teachers, and the 
public was usually admitted. From these meetings, 
primarily for teachers, most of the free lecture systems 
took their origin. They grew rapidly from the very first, 
because they furnished to some extent a long needed op- 
portunity of meeting in a healthy social environment. 
This movement may indeed be regarded as a pioneer of 
the new social center movement. 

Teacher-Patron Associations. 

During the winter of 1885-6 the farmers of Hesperia, 
Michigan, were invited to meet with the local teachers' 
association, The result was so successful that the prac- 
tice was continued, and in 1893 the Oceania and Newago 
Counties Joint Grangers' and Teachers' Association was 
formed. Although the chief topics of discussion were 



34 University of South Carolina Bulletin. 

educational, it was so arranged that- the discussion was 
about equally divided between the teachers and the 
patrons. According to the statement of Hon. D. E. 
McClure, leader of the movement, it met a social need, 
and, therefore, proved a success. 

The movement has grown in scope as well as in 
numbers. The patrons have been brought to feel more 
personal interest and ownership in all that pertains to their 
schools. The Mother's Clubs, which have done so much to 
better the schools and to promote a wider use of their 
resources, sprang from this interest. In Houston, Texas, 
for example, the Mothers' Clubs furnished free lunches 
for the children of some of the schools ; and the Parents' 
Association of the University of Chicago gave $3,700 
in 1909 for socializing the schools. 

The Playground Movement. 

In many instances, the women of the community were 
the first to see the need of a public playground for the 
children. Almost all the schools had grounds of some 
sort, but there was no organization of play activities, and 
in many places to children were forbidden the use of the 
grounds after school hours. In 1909 the Detroit Council 
of Women started a campaign to obtain a school appro- 
priation for the support of organized playground activities. 
After three years of effort and of private support they 
were successful. Even before this, other cities had 
established playgrounds, which, as a rule, were opened to 
the whole community during different hours of the day. 
Today the movement is so widespread that an American 
Association has been formed, which publishes the ' 'Play- 
ground," a monthly devoted to play activities all over the 
country. 

The School the Natural Center. 

These movements which naturally grew up about the 
school were feeling the way, so to speak, to a solution of 
the problem of supplying the something that was lacking 
in the life of the community. As they grew about the 



The School as a Social Center. 35 

school, they revealed more and more clearly the fitness of 
this institution to be the co-ordinating agent for^all the 
social forces and interests. 

The school is located in the place most conveniently 
reached by the whole community, and is the one institu- 
tion no community will do without. Moreover, at the 
time that the community needs it, there is no other need for 
it; and, if kept closed it is only yielding part interest on the 
investment. Again, the building belongs to all alike, and is 
free from the suggestions and associations that are con- 
nected with social, political, and religious or sectarian 
structures. No air of charity hovers about it ; no feelings 
of class superiority and inferiority. It has spacious 
rooms, usually an auditorium, and very often a gymna- 
sium ; and is well adapted to use as a neighborhood club- 
house. I 

The Agents of the Work. 

The social center has developed more or less spon- 
taneously and simultaneously in the different communi- 
tier. The first stage is charaterized by the voluntary efforts 
of individuals to make the school mean what it should. 
When the workers are paid by the community, the second 
state has been reached, and the school may be truly called 
a "Social Center." 

Various institutions, as they came to realize the fitness 
of the school for the accomplishment of this end, began to 
advocate the plan of making it a social center by provid- 
ing money for paying workers, and obtaining whatever 
additional equipment was desired. In Springfield, Massa- 
chusetts, the men's club of a large church was suc- 
cessful in launching the work in one of their public 
schools. It was the Woman's College Club which agitated 
the movement in Patterson, New Jersey. In Rochester 
the combined efforts of eleven different organizations gave 
Mr. Ward an opportunity to begin the work of making the 
school a neighborhood center. 



36 University of South Carolina Bulletin. 
The Ancestor of the Movement. 

Although this movement has borrowed the technique of 
other kindred movements and contains little that is new, 
yet it cannot be said to be the enlargement of the lecture 
system, the settlement work, or the playground move- 
ment. Its parent, as has already been pointed out, is 
"The Little Red Schoolhouse," and its aim is to enable 
the members of the community to meet socially in the 
same simple relations that our father did in the old neigh- 
borhood gatherings. 

While this movement has borrowed much from the other 
movements, it has given as much to them. It has drawn 
them into the school center and given a new life to them 
all. The playground movement, the parent-teachers' 
association— all find a widened sphere through the vitali- 
zation of the work of the school. 

Part of a Greater Series. 

This great movement is only one of a series of social 
movements now going on. This extended use of the 
school has its counterpart in the extension work of the 
university. A few years ago a university was thought to 
fulfil it mission if it put out efficient graduates. But now 
it is realized that the university owes a duty to the whole 
commonwealth. The University of Wisconsin, which has 
been called the "Model University," touches the life of 
the whole State and to a considerable extent guides its 
policies. 

The Y. M. C. A. and the settlement workers try to 
accomplish the same end as the school center and in very 
much the same ways. In fact, the settlement workers 
often use the school as a center. The county school fairs, 
the county track meets, and oratorical contests seek to 
promote the wider use of the schools and to increase the 
interest in the local activities. To make a good showing 
in one of these contests, the individual schools must teach 
the children manual training and some of the other arts, 
give them instruction in athletics, in speaking and so 



The School as a Social Center. 37 

forth. Thus these movements are all promoters of this 
wider use. 

There are also numerous "City Beautiful" Clubs, Civic 
Leagues, and Sanitary Organizations, trying to improve 
conditions of their community. Parks and gardens are 
provided for the free use of the public, and in numerous 
ways efforts are being made to increase the happiness of 
the community. 

All these activities are a response to the realization of a 
broader meaning of education and of life. The demand 
which the schools of the future must meet will be social 
and recreational as well as the scholastic ones which it 
has been called on to satisfy in the past. 



CHAPTER III. 

THE VALUE OF THE MOVEMENT. 

Classification of Values. 

Having seen what the movement is, we come now to a 
consideration of its value and its effectiveness, It will be 
seen from what follows that the Social Center Movement 
has both social, civic, recreational, moral and educational 
value. 

Its Social Value to the City. 

In the life of the city, neighborly feeling is almost 
entirely lost. Few know their neighbors or care about 
.them. Except, of course, where the school is used, there 
is no common point of contact, no common interests or 
friendly sympathies. There is no common meeting place ; 
no place where lines of distinction are not drawn. For a 
large part of the population there is no way to enter in 
any sort of healthy, social relationship. At the school, 
however, all can feel at home ; and, by their common 
interests bound to one another, become more conscious of 
their social duties and responsibilities. The social center 
makes even the life of the city seem homelike. As 
someone remarked to Mr. Ward : "Won't it be home- 
like when other cities take up this idea? One will always 
know that there is a friendly, interesting place, not far 
away where he can spend an evening, a place where class 
lines, religions and and political differences don't count, 
where people are just folks meeting on common ground, 
in the common interest." 

Solution of the Rural Problem. 

Many families of rural districts are so isolated as to be 
practically hermits. The life of the country is especially 
hard on the wives of the farmers, whose lives are too 
often filled with drudgery and maddening monotony. 



40 University of South Carolina Bulletin. 

Consequently, where the school is not used as a center, 
there is but little in the life interesting to the farmer, his 
wife, and children. If, at times, he and his are dull, it is 
because there has been all work and no play, no social 
intercourse, no quickening of mind, no warming of heart. 
When we add to these facts the additional one that the 
education which the children have been getting in school 
has not been calculated to increase their interest in the 
life of the farm, it is not surprising that the farmer's 
children look forward to the time when they can leave the 
country for good. Many of our industrial and moral 
diseases can be traced directly to this unattractiveness of 
country life. The problem of holding the farmer's child- 
ren in the country and creating a stable and efficient rural 
population is the problem of so enriching rural life as to 
provide adequately for their social needs. The school- 
house common to all, will be, and in many communities 
has already become, the means of accomplishing this end. 
The scattered rural population needs co-operation and 
association even more than other classes do. For they 
lack those comforts and institutions which enrich the lives 
of city dwellers. When the schools have succeeded in the 
enrichment of country life, the present alarming exodus 
from the country will cease. 

Better Government. 

The use of the school for political meetings and voting 
adds much dignity to the ballot. The children as well as 
the adults learn to regard it more seriously. The atmos- 
phere of the school suggests earnestness, sobriety, 
cleanliness and order, while the old voting places were 
often unfit for a gentleman to enter. In making the 
voting place more attractive, therefore, the school renders 
a great service to the cause of intelligent balloting. 

Publicitly is a sure cure for political corruption. When 
people meet and freely discuss politics and speak out what 
everybody ought to know, the corrupt politician is forced 
to retire. On the other hand, it has been repeatedly 
pointed out that the honest officeholders have no way of 



The School as a Social Center. 41 

finding out what the people want, and this opportunity for 
public discussion is regarded as a direct advance along the 
lines of democracy and good goverment. 

A good citizen must be not only a good man, but one 
who understands and respects the laws and customs of his 
country. The hundreds of thousands of immigrants who 
land every year at Ellis Island have to learn our way of 
life, our manners and customs, before they can become 
desirable American citizens. In the big cities where the 
foreign population is considerable, the school is called 
upon to naturalize them. And this it does best in its 
capacity as a social center. For here they catch our spirit 
and learn our mannerisms, ignorance of which necessarily 
constitutes a formidable barrier of prejudice against their 
race or nationality. 

Moreover, it makes for a healthy tolerance and •broad- 
mindedness when native and foreigner meet at the center 
and each learns to respect the good and true in the other. 
"The peasant father acquires a different feeling toward 
Americans when his daughter dances his national dance 
before him and tells of the good times she has after 
school." (Perry, "The Community-used School.") Mrs. 
Humphry Ward, impressed by the influence of the social 
center on the foreigners, said of a New York center : 
' 'Here were girls, some of whom could only have arrived in 
your country a year or two ago, and all of them the 
children of aliens, appealing to your Anglo-Saxon fore- 
fathers, and talking of your Revolutionary War and the 
Monroe Doctrine, liberty and self-goverment, with an 
intensity of personal appropriation such as no mere school 
teaching could have produced." 

The Value of Play. 

Four theories have been advanced to explain the origin 
of play. The first is that it is a means of getting rid of 
superfluous energy ; the second that it builds up, recreates 
the system ; the third that it is a preparation for the 
serious activities of life, a mode of education; and the fourth 
that it is the cropping out of the instincts which connect 



42 University of South Carolina Bulletin. 

us with the remote past. Probably all are partly right. 
It is significant, however, that all agree that play is 
essential and has biological, social and educational value. 
If well directed, it will result in great benefit to the child ; 
but well directed or not, the instinct will appear and insist 
on expression. 

The importance of providing means for wholesome 
amusement, both for old and young, is therefore, evident. 
A life without the natural pleasure of recreation, of sports 
and games, is neither a full nor a healthy life. The 
caged-in child of the crowded districts finds it almost 
unbearable without some place for play. The country lad 
finds it equally hard with nothing to do but work. More- 
over, the game has value as a moral agent. The lessons 
of obedience, team-work, perseverance, self-control, and 
the desire for fair play, are the first requisites of a good 
player, and of course the first requisites for true success 
in life. 

It is at the "center" also that many men and boys first 
form the habit of using the bath regularly. Not till after 
a game or some strenuous exercise do they feel the need 
of a bath ; and to many the "center" affords the first 
opportunity for decent satisfaction of this need. The 
inculcation of such habits of personal hygiene cannot 
indeed be overestimated. 

Drives Out Idleness. 

It is proverbial that idleness breeds mischief, vice and 
crime. Having nothing better to do, boys form gangs 
which become the terror of the police and the neighbor- 
hood. The men— in rural districts as well as the cities— 
usually gamble or indulge in other forms of vice. The 
social center affords a better means for satisfying this 
natural craving for excitement,— one not accompanied by 
disastrous results. Boy, and even girl, gangs have been 
transformed into enthusiastic athletic and debating clubs. 
And the men find civic discussion a much better diversion 
than gambling or loafing. 



The School as a Social Center. 43 

The Rival of the Saloon. 

In his article, "The Schoolhouse or the Saloon," Mr. 
Ward quotes a working man as saying : ' 'Provide a place 
where the fellows will be just as free as they are in the 
saloons, without the headache, and I am with you. I 
don't like the booze, but take away the sociability, the man- 
to-man frankness, the practice of the brotherhood that the 
church is talking about, which the saloon supplies, leave 
nothing in its place, and the town will quit being human.' ' 

In the absence of any other social center, the saloon, 
with its attractive music, fixtures, and its sociability, has 
been able to hold many whom it could not otherwise have 
attracted. In Milwaukee the Schlitz beer gardens were 
driven out of business by the attractive school centers. 

Makes Dancing a Wholesome Amusment. 

Because of the improper use of dancing, the church has 
frowned down on it without, perhaps, carefully consider- 
ing its worth. Through the medium of the center, dances 
are now carried on under conditions that make for 
morality instead of immorality. Boys and girls have 
desirable companions. Sometimes fathers are seen 
dancing with their daughters, and mothers with their 
sons. Improper dancing, fraught with moral danger, is 
soon crushed out when centers are provided with well 
supervised dance halls. 

Fights Against the Social Evil. 

Thus the worst breeding center of the social disease is 
wiped out. When girls have a place for wholesome 
amusements, the diversion of the street loses its charm. 
The report of the Chicago Vice Commission has plainly 
shown how much of the social vice is due to the influence 
of the immoral dance hall, and to the utter lack of any 
place for wholesome and legitimate recreation. With the 
advent of the social center into a community, many of the 
young folks are saved from a life of shame to which they 
would have otherwise succumbed. 



44 University of South Carolina Bulletin. 
Fills Out Our Educational System. 

For the children over fourteen who can afford to 
continue their education, we have provided high schools ; 
but for the children who are forced to stop and go to 
work, we have done very little. Excellent evening 
schools are open at night ; however, the child, tired out 
from his day's work, has little inclination to do hard 
studying at night. The evening school does not meet 
some of his most important needs. For him the social 
center furnishes a pleasant means of continued education ; 
and when pleasure is mixed in with study, school ceases 
to be a forbidding institution. 

The rapid advances and changes made in the industrial 
world necessitates continual schooling on the part of 
adults in order to keep pace with them. The laborer and 
mechanic must know something of the inventions and 
changes in their lines of work, so that they may adapt 
themselves. The farmer must learn the newest method 
in scientific farming to derive the greatest returns for his 
labor. The parent must keep abreast of the times in 
order to hold the respect of his children. 

From all of these have come statements that through 
the educational extention of the school social center they 
have been able to keep young in spirit and find a new zest 
in life. Reading and investigation along various lines is 
greatly stimulated, and librarians declare that the whole 
character of the reading is changed as a result of the 
public lectures and discussions. 

Reactionary Effects. 

The prime function of the school has always been, and 
will always countinue to be, educational. Whatever inter- 
feres with the performance of its first duty must be pushed 
aside. If the social center interf erred with the perform- 
ance of the school's present duties, it would be desirable 
to remove it. But experience has given testimony to the 
opposite effect. When the children have had access to 
the school during the vacation months, their teachers 



The School as a Social Center. 45 

declare that they come back in better condition physically 
and mentally, and settle down quicker than when they 
had no such advantages. 

' 'In cities where this work has been organized and given 
a fair test,' ' writes Mr. Hanmer, "school authorities are 
practically unanimous that (1) class work is better ; (2) 
the health of the school children is improved; (3) a whole- 
some school spirit is developed; (4) there is less trouble 
about discipline owing to the closer relation and better 
understanding between the pupils and teachers." 

"The Keystone of the Arch." 

Likewise, Mr. Collier, in his article, "The Keystone of 
the Arch." strikes at the root of the matter when he thus 
describes the significance of the movement: "It seemed to 
the writer that the social center conference was working 
very close to that point in the arch of American institu- 
tions where the school and scholarship, on the one side, 
and public action, the family life, and the vast vague 
emotional life of the people, on the other side, are destined 
to be joined and made one." 



CHAPTER IV. 

ITS EXTENT IN SOUTH CAROLINA. 
A Questionnaire. 

To ascertain the extent of the Social Center Movement 
in South Carolina, the following questionnaire was sent 
out to some sixty-five school superintendents all over the 
State : 

(1) Is there any individual or organization in your com- 
munity that consciously seeks to use the schoolhouse 
as a social center— that is, to bring the patrons of the 
school together for the purpose of recreation, entertain- 
ment, instruction, or discussion of matters pertaining to 
the welfare of the community, the State orthe Nation? If 
so, please send the name and address of such individual or 
organization, and describe as exactly as possible what they 
have been doing along these lines. 

(2) If the school is ever used for non-school purposes, 
please state what they are, and how often such uses are 
made. 

(3) Is the school used because it is the only convenient 
meeting place, or because of some other reason? If so, 
state what. 

(4) Is the school used for any purposes during the 
vacation months? If so, state what. 

(5) Is there anyone who seeks to organize or direct the 
activities of the young people after school hours? 

(6) Are there any literary societies, athletic, or other 
organizations of school children that make use of the 
schoolhouse? 

(7) Are there any clubs, societies, or organizations 
(civic, social, political, etc.) that make use of the school- 
house? If so, give the names of each. 

(8) What benefits, if any, have resulted from this wider 
use of the school? 

(9) State the year that this wider use was first made, 
and what was responsible for it? 



48 University of South Carolina Bulletin. 

(10) Have you or the community derived any sugges- 
tions from the literature on the social center work in 
other sections of the country? If so, name the books or 
articles which have been of most service to you. 

Answers were received from fifty of these school 
officials. Although the number of replies is too small to 
warrant a detailed publication of results, tabulated in the 
order of the questions, or to draw any conclusions from 
them, yet taken together, they shed some interesting light 
on local conditions with respect to this subject. 

Social Centers. 

Out of the 50 replies, the heads of the schools in 13 
communities stated that there were individuals or organi- 
zations in their communities that sought to make the 
schoolhouse a social center ; 33 answered that there were 
none ; 4 did not answer. 

Uses for Non-school Purposes. 

Thirty reported the use of the schools for non-school 
purposes ; 20 did not. These uses were the following, 
given in the order of frequency of mention : Lyceum 
Courses and Entertainment, Athletic Organizations, Pub- 
lic Lectures, Musical Entertainments, U. D. C. Meetings, 
Church and Sunday School, Baseball Teams, Theatre, 
Social Meetings, Plays (usually local talent), Civic 
Leagues, Secret Orders and Lodges, Basketball Teams, 
General Meetings, School Improvement Associations, Track 
Teams, Mothers' Meetings, Public Library, Gymnasium, 
Political Meetings, "The Only Public Hall," Corn Clubs, 
Tomato Clubs, Boy Scouts, 'Teachers' Associations, The 
Chamber of Commerce, Reading Rooms, ' 'Oyster Suppers, 
etc.," D. A. R. Meetings, Woman's Federation Meetings, 
Moving Pictures, Y. M. C. A., Civic Clubs, Cooking 
Classes, Sewing Clubs, School Gardens, Mechanics' Clubs, 
Night Schools, Meetings of Oratorical Associations, Choral 
Society, Health Lectures, Conference of Organizations. 

This last named activity is worthy of special comment. 
In Charleston the Memminger Home and School Associa- 



The School as a Social Center. 49 

tion called together fifteen organizations, which met at 
the Memminger School and formed a conference to start a 
campaign against the "Red Light" District and the 
gambling dems adjacent to the school. This great 
forward movement, whose value is as yet unknown, was 
undertaken in the interest of and through the medium of 
the school. 

Some schools which are not used for non-school purposes 
have literary societies in connection with their regular 
school work, and these have a tendency to enlarge the 
scope of the school activities. The literary society has an 
important place among the activities of the "center," and 
in many cases is more than a common school activity. It 
is worth mentioning, therefore, that 27 communities re- 
ported literary societies in their schools. 

Why the School Is Used. 

Of the 30 communities using the schools for non-school 
purposes, 28 gave reasons for their use, which follow in 
the order of frequency of mention : ' 'The only convenient 
place," "the most convenient place," the social center," 
"the proper place for such activities," "good auditorium," 
"the property of the community," "to make it a social 
center," "to help the school," "freedom from sectarian- 
ism," "no charge," "meetings usually educational in 
character." 

Why the School Is Not Used. 

Although no effort was made to find out why the school 
was not used, a few reasons were offered, showing in 
most cases a very limited knowledge and appreciation of 
the movement, or the lack of leadership ; for example : 
"Lack of auditorium," "should not be used," "not 
necessary," "no one has applied," "trustees opposed," 
"not centrally located." 



50 University of South Carolina Bulletin. 

Uses During Vacation Months. 

To the question, "Is the school used during vacation 
months?" 19 of the 30 communities reporting a wider use 
answered "yes ;" 11, "no." That is, over half of the 
schools that are used for non-school purposes are used all 
the year around. The uses, though not as numerous, and 
having a little different order of importance assigned to 
them, are very nearly the same as those made during the 
school term. 

Direction of the Children's Plays. 

Of the communities studied, 19 have some one to guide 
the activities of the children after school ; 26 have no one ; 
5 did not answer. The directors in these communities 
were : School principals, one or more teachers, captain of 
the Boy Scouts, leader of the Camp Fire Girls, playground 
instructor, etc. 

A few respondents volunteered the statements that ' 'the 
children of the rural districts find occupation in the chores 
of the farm" and that "the pupils are members of organi- 
zations such as the Y. M. C. A. and private clubs." 

Benefits of the Wider Use. 

The following benefits, in the order of the importance 
given them by the respondents, were reported from 13 of 
the communities which had widened the use of their 
school: "School emphasized," "brings teachers and 
patrons together," "better moral support," "better finan- 
cial support," "development of mind and muscle, " "better 
understanding of school work by parents," "general 
awakening of the community," "better average attend- 
ance," "donations," "money raised for school organiza- 
tions. ' ' 

The Beginnings of the Wider Use. 

The following table shows the beginning and growth of 
these ' 'wider use' ' activities in our State. : 



The School as a Social Center. 51 

Number of Communities 
Year. Beginning the Wider Use. 
1901 1 

1906 1 

1907 1 

1908 1 

1909 1 

1910 2 

1911 2 

1912 2 

1913 1 

The agencies responsible for these activities are : The 
school authorities, civic organizations, new buildings, 
desire to develop schools, observation of activities else- 
where, the citizens, Parker Mill authorities. * 

Reading on the Problem. 

The heads of the schools of 11 communities stated that 
they had received suggestions from the current litera- 
ture on the subject. This included school journals, reports, 
World's Work, N. E. A. Reports, Our Country Schools 
(Kern), Russell Sage Foundation Publications, Southern 
School News, Ladies' Home Journal, Civics and Health 
(Allen), Home and School (Mrs. E. C. Grice), and the 
writings of Dr. A. K. Aldinger, Physical Director, New 
York City. 

Report of County Superintendents of Education. 

The results of a questionnaire sent to the County Super- 
intendents of education by Professor W. K. Tate, State 
Inspector of Rural Schools, are here included with his 
permission. From 41 of the counties, he received replies 
as to the various activities of the school, and these are 
tabulated below : 



52 University of South Carolina Bulletin. 

Activities. Yes. No. 

Annual Field Days -....." 24 17 

County School Fairs 4 37 

Contests in Declamation for Elementary 

Schools 15 26 

Contests in Declamations for High 

Schools 24 17 

Corn Clubs 28 13 

Tomato Clubs 19 22 

Local School Improvement Associations. 28(270 Ass'ns)13 

School Literary Societies 25(210 Scho'ls)16 

School Entertainment Courses 25(210 Scho'ls)22 

County School Journals 2 39 

Summary. 

The information which has been obtained as to condi- 
tions in South Carolina seems to point clearly to the fact 
that we are doing more in this line than is commonly 
realized. The movement is in the first stage, —the work 
is handled entirely by volunteer organizations and individ- 
uals with no paid workers in the field,— and many of its 
promoters have only a limited vision of its scope. It has 
not yet been well organized, except in one or two instances, 
and the activities of the center have yet to be regarded as 
part of the school's regular program, and provided for as 
such. 

During the past two years there has been a growing 
demand for leadership in these activities. But this fea- 
ture of the school work is still undifferentiated from the 
regular work of the school. The teachers are called upon 
to carry on these wider activities, which, in communities 
where the work is better organized and more different- 
iated, is carried on by special teachers. However, it is to 
be hoped we will not be long in reaching this second stage 
in the evolution of the movement, for no movement can 
succeed or yield good results if it has not trained leaders. 



CHAPTER V. 

WHAT WE SHOULD DO IN SOUTH CAROLINA. 
Adaptation Necessary. 

Local conditions give to each social center a certain 
individuality. Features most successful in New York 
might not be so well adapted to conditions in South Caro- 
lina ; moreover features favorable to one part of the State 
might need modification in another. However, it has 
been clearly demonstrated by North Augusta and other 
communities that the social center can be and is being 
adapted to conditions in this State. Professor % W. K. 
Tate, State Inspector of Rural Schools, asserts that 
South Carolina communities respond very readily to any 
efforts to make the school the social center. As one evi- 
dence of this, he points out that whenever a new school 
building is erected the community insists on having a large 
auditorium. 

In making most of our school buildings social centers, 
there would be an initial expense for providing means of 
lighting the building. This would, however, be rather 
insignificant. For the best results the desks would have 
to be unscrewed from the floor, which, indeed, they 
should be, anyway. For those equipping new buildings, 
it would be well to install the new type of desk, which on 
account of the rubber tips on its front legs, and slides on 
the back ones, can be moved about noiselessly. Thus the 
floor can be cleared, quickly and without confusion, for 
receptions, dancing, or games. 

It should be clearly understood at the beginning that the 
school is not to be used for a loafing place. People who 
come to the schoolhouse should have some purpose in com- 
ing, be it for games, exercise, reading, conversation, 
discussion, or what not. The spirit of coming with a 
special purpose will keep the place from degenerating as 
does the ordinary unsupervised club. 



54 University of South Carolina Bulletin. 

Use the School as a Clubhouse. 

Many of our schools in South Carolina have already been 
used as headquarters for some of the various organizations 
formed chiefly for promoting the interest of the school ; 
and some, for all good non-partisan organizations. All 
our schools, however, should encourage the use of the 
school buildings for this purpose. There is no good reason 
why every school in the State should not house all the 
civic spirited organizations of the community. The best 
possible place for the parent-teacher association, the 
idustrial clubs, the Boy Scouts, the Camp Fire Girls, civic 
and community clubs, is the schoolhouse. 

Establish Public Lectures. 

There is no school in the State which, if some one will 
take hold of the project, cannot have a system of public 
lectures. A list should be formed, containing the names 
of all the prominent men of the community who are will- 
ing to speak if called on. Then a program can be arrang- 
ed, and these men can be secured without expense to the 
school. By paying the actual expenses of the speaker, 
lecturers can also be obtained from the various colleges of 
the State. It is within the reach of all our schools to give 
a full series of lectures embracing almost any subject 
desired. Every school would find it worth while to own a 
stereopticon and several sets of slides which could be used 
to illustrate lectures and to enliven the classroom work as 
well. For the school boy and the college man alike, a few 
slides thrown on the screen will give a quicker, clearer, 
and more comprehensive conception of a subject than any 
other method of illustration. No school can afford to be 
without one. 

Promote Political Deliberation and Decision. 

Political meetings, as well as civic gatherings, prove 
most satisfactory when conducted in the schoolhouse. 
Every school which has an auditorium will be found a 
convenient place for such meetings. Our schools should 



The School as a Social Center. 55 

also be used as polling places. The basement or one room 
will suffice, and the election will proceed in a more digni- 
fied manner than is usually the case. 

Make Use of the Playgrounds and Gymnasium. 

Every school has some sort of playground. The grounds 
should be opened to the children when they need them ; 
and at other times should be used by the whole neighbor- 
hood. Some of our schools also have a gymnasium ; all of 
them should have one. These gymnasiums should be kept 
open most of the day, and used by the community as well 
as the school. If a town has waterworks, the school 
should be provided with shower baths, which are almost 
indispensable in a gymnasium, or after exercise on the play- 
ground. | 

Concentrate the Library Facilities. 

There are some towns of the State in which a library 
is maintained independently of the school. By uniting 
with the school, the library could be of great value to the 
school, and at the same time, more convenient for the 
people of the community. 

It would be very easy to start a museum in connection 
with the library. People have many old relics which they 
are loath to throw away, and yet have no place to keep them. 
They would in many cases welcome the chance of preserv- 
ing them without the trouble of taking care of them. 

Make the School a Public Health Department. 

A very practical use of the schoolhouse for any com- 
munity would be the use of its auditorium for health 
lectures. According to the modern conception, the doctor 
can do his greatest good by showing people how to avoid 
disease. The local physicians and dentists in many cases 
would be glad to give lectures on the care of the body and 
on the different phases of hygiene. 

There is an increasing demand made everywhere on the 
schools to give the children physical examinations and 



56 University of South Carolina Bulletin. 

other necessary medical attention. Our schools in South 
Carolina should wake up to this need of the school children 
and make the school a branch health office. 

Arrange for Moving Pictures. 

For our schools to show moving pictures, co-operation 
will be necessary. The State Superintendent of Educa- 
tion, for example, or the State Teachers' Association, 
might buy reels and rent them to the schools all over the 
State, thus acting as an "exchange." This very popular 
diversion could be very widely utilized and converted into 
one of the most valuable of school agencies. 

Only a Beginning. 

These are some of the things that are now practical in 
almost every community of the State. As the movement 
takes hold and grows we shall doubtless develop features 
peculiarly fitted to our own conditions. Each year will 
bring a growing demand for the further utilization of the 
school as a social center. And we of South Carolina 
should counsel together and join hands thus to broaden 
the scope of education in the State, and to enrich the life 
of the individual and of the community. 



BIBLIOGRAPHY. 

Note : The list of abbreviations used in this bibliography 
and the addresses of publications will be found in 
Appendix A. 

The School as a Social Center. 

Adams, Herbert B. Educational Extension in the United 
States. Report of U. S. Commissioner of Ed., 1899-1900, 
Vol. 1, pp. 330-34. 

Addams, J. Newer Ideals of Peace. New York, 1907. 

American, Sadie. The Movement for Vacation Schools. 

Am. Jour, of Sociol., Nov., 1898, pp. 309-25. 

Andrews, Mrs. Fannie Fern. The Further *Use of 
School Buildings. New Boston. July, 1910. Vol. 1, No. 
3, p. 115. 

Andrews, Mrs. Fannie Fern. Parent's Association and 
the Public Schools. Char, and the Com. Vol. 17, 335-44. 
Nov. 24, 1906. 

Andrews, Mrs. Fannie Fern. Schoolhouses as Neighbor- 
hood Centers. New Boston. March, 1911. 

Annual Reports of the Evening Play Centers Committee, 
25 Grosvenor Place, S. W. London. 

The Athletic Badge Test (Post Card Bulletin). 3 pp. 2 
cents. R. Sage F. 

Bagehot, Walter. The Age of the Discussion. Physics 
and Politics. Part 3. D. Appleton & Co., N. Y. City. 
$1.50. 

Baker, Ray Stannard, Do It for Rochester. Am. Mag. 

70 : 6683-96. 

Balliett, Thomas M. The Organization of a System of 
Evening Schools. N. E. A. 1904, pp. 278-305. 

Bancroft, Jessie H. Games for the Playground, Home, 
School, and Gymnasium, p. 456. The Macmillan Co., N. 
Y., 1909. $1.50. 

Barnum, Mrs. O. Shepard. Woman's Work in the 
Socialization of the Schools. N. E. A, 1908, pp. 1231-36. 
Discussion, pp. 1237-1238. 



58 University of South Carolina Bulletin. 

Baxter, Sylvester. Widening the Use of the Public 
Schoolhouse. World's Work, 5 : 3247-48. March, 1903. 

Bellamy, George A. Evening Recreation. Playground. 
5 : 239-44. 

Bemis, F. P. A New Substitute for Saloons. Play- 
ground. Feb,, 1912. 

Berry, G. Open Schoolhouse. Bookman. 34 : 517-24. 
Jan., 1912. 

Betts, G. H. Social Principles of Education. 315 pp. 
Chas. Scribner's Sons, N. Y. City. $1.25. 

Bibliography of the City and Rural Schools as Commu- 
nity Centers. U. S. Bureau of Education, Washington, 
D. C. 

Biggs, A. H. Evenings of Amusement. El. Sch., 1890, 
pp. 113-43. 

Bishop, E. C. How Should the Athletics of the Y. M. C. A. 
Supplement Those of the Public Schools? Hygiene and 
Phys. Ed. Vol. 1, No. 10, p. 880. Hygiene & Phys. Ed. 
Press, Battle Creek, Mich. 20 cents. 

Blaine, A. M. The Dramatic in Education. El. Sch. Tr. 
4 : 554. 

Bobbitt, John F. A School as a Community Art and 
Musical Center. El. Sch. Tr. 12: 119-26. Nov., 1911. 

Brancher, H. S. Social Centers. The Common Ground. 
Vol. 1, pp. 63-64, June, 1910. 

Bowlker, Mrs. T. J. Woman's Home-Making Function 
Applied to the Municipality. Am. City. June, 1912. 

Brigdman, L. B. Partial Bibliography of the Socializa- 
tion of the Public Schools. Western Jour, of Ed. 10 : 
222-23. Mar., 1905. 

Brown, Arthur C. New People's Palaces. World Today. 
Vol. 9. pp. 1013-1014. Sept., 1905. 

Brown, Elmer E. Some Uses of the Public Schools. 
Rochester Conf. Playground Ass'n of Am., 1910. 

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The School as a Social Center. 59 

Burchenal, Miss Elizabeth. Folk Dances and Singing 
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Burchenal, Miss Elizabeth. Report of Comm. on Folk 
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Burns, Robert L. Schools as Community Centers. Penn. 
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Butterfield, K. L. Neighborhood Co-operation in School 
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Caldwell, W. T. Mother's Meetings. N. E. A. 895 : 
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Call to First National Conference (Program). Bui. 
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Campbell, Henry C. Hope of Future Lies in Public 
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trial and Social Problems. Ed. 24 : 74-80. Oct., 1003. 

Carlton, Frank Tracy. School as a Social Center and as 
a Playground. Industrial Evolution, pp. 255-63. Macmil- 
lan Co., N. Y. City. $1.25. 

Centers of Social Service. Ed., Feb., '95. 25 : 378-80. 

"Charlie's Reform" A loanable moving picture reel. 
For Pamphlet, no charge. R. Sage F. 

Chew, T. Character Making on the Street. Relig. Ed. 
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Chicago's Civic Centers. The City Club Bui., Mar. 4, 
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Chicago's Social Center Schools Am. Ed. Rev., May, 

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Childs, Harriett Lusk. The Rochester Social Centers. 
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Chrisman, O. The Relations of the Home to the Way- 
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Civic Centers for Moral Progress. Arena. Vol. 34, pp. 

524-27, Nov., 1905. 

Civic Center Movement in England. R. of R., England. 

Oct., 1902. 



60 University of South Carolina Bulletin. 

The Civic Club. The Common Ground. Vol. 1, p. 4. 
April, 1910. 

Civic Friendliness. Outlook. Vol. 92, p. 966. Aug. 
28, 1909. 

Clark, E. P. The Free Lecture Movement. Nation. 74 : 
263. 1902. 

Clarke, C. P. A Museum of Art in Public Education. 
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Class Athletics (Post Card Bulletin), 3 pp. R. Sage F. 

Cline, Earl. The Advisability of Inter-High School Con- 
tests in Athletics. Phys. Ed., p. 22. $ .50. 

Collier, John. Keystone of the Arch. Survey, Nov. 18, 
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Collier, John. Motion Pictures and The Social Center. 
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Collier, John. Leisure Time the Last Problem of Con- 
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Collins, P. V. Social Center and The Farmer's Home. 
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Craighead, Mrs. Erwin. The Social Center and the 
School Improvement Association. Ed. Exchange. 26: 
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Crampton, C. Ward. The Folk Dance Book. 4 to cloth. 
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Crampton, C. Ward. Organized Athletics. Nat. Society 
for Study of Ed. Tenth Yearbook, Part 1. 

Creasey, Clarence H. Technical Education in Evening 
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Curtis, Henry S. Vacation Schools, Playgrounds, and 
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Daggett, M. P. Turning Schoolhouses into Dance Halls 
Chaperoned by Policewomen. World's Work, Nov., 1912. 
25 : 116-7. 

Davis, Dwight F. The Neighborhood Center ; A Moral 
and Educational Factor. Char, and the Com. Feb., 
1908. 



The School as a Social Center. 61 

De Bruyn, John W. Reviving the Spirit of the "Little 
Red Schoolhouse." New Boston, Feb., 1911. 

De Montmorency, J. E. G. School Excursions and 
Vacation School Excursions and Vacation Schools. Special 
Reports of Education Subjects, Board of Education, Lon- 
don, 1907. Vol. 21. 

Dewey, John. Are the Schools Doing What the People 
Want Them to Do ? Ed. Rev. 2 : 459. 

Dewey, John. Open Schools for Baltimore. Char, and 
the Com. 19 : 641. 

Dewey, John. The School and Society. Univ. Chicago 
Press. $1.00. 

Dewey, John. The School as a Social Center. N. E. A., 
1902 : 373-83. Also El. Sch. Tr. 3 : 73. 

Diggs, Annie L. Bed Rock. Social Center Publishing 
Co., Detroit, Mich. » 

Downey, J. E. Wider Use of School Property. Sch. 
Rev. Vol. 18, p. 423. June, 1910. 

Dutton, Samuel Train. Educational Resources of the 
Community. Ed. Rev. 21 : 17. 

Dutton, Samuel Train. The School as a Social Center. 
School Management. C. Scribner's Sons, N. Y. 1903, 
pp. 213-24. 

Dutton, Samuel Train. Social Phases of Education. 
Macmillan, N. Y. City. $1.25. 

Dutton and Snedden. Administration of Public Educa- 
tion in the United States : The Widening Sphere of Public 
Education, pp. 559-81. The School and Society, pp. 
582-95. $1.75 (Bibliographies). The Macmillan Co., N. Y. 

Echoes from the First National Conference of Social 
Centers. Common Good. Dec, 1911. 

Edgerton, Hiram H. The Playground and Its Place in 
the Administration of a City. Playground Extension 
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Educational Value of Public Recreation Facilities. Am. 
Acad, of Polit. & Soc. Science. Vol. 35, pp. 350-56. Mar., 

1910. 

Effect of a Social Center on a Community. Rochester 
Settlement Bulletin, Rochester, N. Y. Vol. 12, pp. 3-5. 
Nov., 1908. 



62 University of South Carolina Bulletin. 

Eliot, Chas. W. The Expenditure for Public Education 
Justified by Fruits. C. R. 1903. 1362. 

Eliot, Chas. W. The Full Utilization of the Public School 
Plant. N. E. A. 1903. 241-7. 

Evans, A. Grant. Social Center Movement in Oklahoma. 
The Survey, May 18, 1912. pp. 297-298. 

Evening Play Centers. Reprinted from "The Times." 
Spottswood & Co., Ltd., New Street Square, London. 
Page 17. 

Farrington, 0. C. The Educational Value of Museums. 
N. E. A. 1912. 765. 

Ferguson, Charles. The University Militant. Mitchell 
Kennerly, 2. E. 20th St., N. Y. City. $1.00. 

Forbes, George M. Buttressing the Foundations of 
Democracy. Survey, Nov. 18, 1911. 27 : 1231-5. Same 
article also in Bui. Univ. Wis. Lessons Learned in 
Rochester. 15 pp. 

Forbes, George M. The Relation of Playgrounds to 
Social Centers. Playground Extension Leaflet, No. 59. 
Playground Ass'n of Am. Also R. Sage F. 

Ford, G. B. Madison Conference on Social Affairs. 
Survey, Nov. 18, 1911. 27 : 1229-31. 

Forsythe, Anne. Using the Schoolhouse Out of School 
Hours. World Today. 20 : 39-42. Jan., 1911. 

Free Entertainment in Public Schools. Cleveland Bd. 
of Ed. Cleveland, 1908. 

Funds for Social Center Extension. The Survey, May 
25, 1912, p. 328. 

Gale, Zona. Mothers to Men. Everybody's Mag., Aug., 
1911. 

Gilbert, C. B. Some Social Functions of the School. 
School and Its Life, pp. 226-35. Silver-Burdett & Co., N. 
Y. City. 

Gove, Aaron. Proper Use of Schoolhouses. N. E. A. 
1897: 253-57. 

Grice, Mrs. Edwin C. Home and School Associations. 
Nat. Society for Study of Ed. Tenth Yearbook, Part 1. 

Grice, Mrs. Mary VanMeter. Home and School United 
in Widening Circles of Inspiration and Service. Christo- 
pher Sower Co. 60 cents. 



The School as a Social Center. 63 

Griswold, F. K. Open Schoolhouse : Its Part in the 
Vacation of the Stay-at-Home. El. Sch. Tr. 9 : 517-19. 
June, 1909. 

Griffin, C. S. How the Social Center Thought was Born 
and How It Has Grown. Soc. Center. 1 : 10-19 Nov 
1912. 

Gulick, Luther Halsey. Folk and National Dances. Pro- 
ceedings of Second Annual Playground Ass'n of Am., 
1908, pp. 429-39. Playground. 5 cents; $2.50 per 
hundred. 

Hall, G. Stanley. Some Social Aspects of Education. 
Ed. Rec. Vol. 23, pp. 433-45. May, 1902. 

Hall, J. Art for School Festivals. El. Sch. Tr., Mar., 
1904. Also Yearbook of Council of Supervisors of the 
Manual Arts, 1904. 

Halsey, R. H. Various forms of Co-operation Between 
School and Community. N. E. A. 1897 : 257. 

Hanmer, Lee F. Athletics, in the Public School. 35 
pp. 5 cents ; $2.50 per hundred. R. Sage F. 

Hanmer, Lee F. How the Fourth was Celebrated in 
1811. 54 pp. 10 cents. R. Sage F. 

Harding, C. F. Parent Association of the School of Ed. 
of Chicago Univ. Sch. Rev. Mar., 1910. 18:153-8. 

Harley, L. R. A History of the Public Education Asso- 
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Harris, W. T. Social Culture in the Form of Education 
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Harrison, E. School Visitors. Twenty-fifth Annual 
Report of Pub. E. A. of Phila., p. 25. 

Harrison, E. The Scope and Results of Mothers' Classes. 
N. E. A. 1903. 400. 

Haynes, Rowland. National Conference on Civic and 
Social Center Development. University of Wisconsin. 
Oct. 25-28, 1911. Playground. 5 : 322-24. Dec, 1911. 

Henderson, William H. Back to the Little Red School- 
house. World's Events. Aug., 1909. 

Henrotin, Mrs. E. M. The Co-operation of Women's 
Clubs in the Public Schools. N. E. A. 1897 : 73. 

Herts, A. M. Children's Educational Theatre. Atl. Mo. 
1907 : 798. 



64 University of South Carolina Bulletin. 

Hollis, L. P. The Mill Schools, Greater Greenville, June, 
1912, pp. 122-25. Greenville, S. C. 

Hollis, L. P. Address to S. C. State Teachers' Ass'n, 
1913. 

Holman, Charles W. Civic Unity of the Southwest. 
Farm and Ranch. Mar. 19 and 26, April 9, 1910. 

Holman, Charles W. Focusing Social Forces in the 
the Southwest. Survey, Sept. 23, 1911. 26: 866-9. 

Holman, Charles W. Social Center Work in the South- 
west. Bui. Univ. Wis. , 14 pp. 5 cents. 

Holton, Edwin L. Public Schools and Community Life. 
Vocational Ed. 1 : 351-54. May, 1912. 

Hope of Democracy. Expositor (Brantford, Canada), 
Oct. 28, 1909. 

Houston, Marion. Bibliography of Playgrounds and 
Vacation Schools. Char, and the Com. Apr. 2, 1904, pp. 
358-60. 

How St. Louis Uses a School Plant. The Survey, April 
20, 1912. 

Howerth, I. W. The Development of the Social Aim in 
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Hoy, William A. Social Uplift in American Cities. 
Outlook, Mar. 26th, 1904. 76 : 740-8. 

Hughes, R. E. The Making of Citizens. New York, 1912. 

Hunt, Carolina L. Public Schools as Social Centers. 
LaFolette's Weekly. Vol. 2, pp. 8-9. June 12, 1909. 

Hyde, W. D. The Social Mission of the Public School. 
Ed. Rev. 12:221. 

Hyre, Sarah E. The Cleveland Plan. Nat. Society for 
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Jerome, Mrs. Amelia Hofer. The Playground as a 
Social Center. Am. Acad, of Polit. and Soc. Sci. Vol. 35, 
No. 2, pp. 129-133. Mar., 1910. $1.00. 

Jersey, The Countess of. Children's Happy Evening 
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Johnson, George Ellworth. Education by Plays and 
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The School as a Social Center. 65 

Johnston, Mrs. M. F. The Schoolhouse as a Local Art 
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Jones, Arthur J. The Continuation School in the United 
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Karr, G. The Aim of Education in School and Home. 
Jour, of Ped. 17:24. 

Kay, James I. Play for Everybody. The Rochester 
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Kern, 0. J. Phases of Modern Education : Consolidation 
of Schools. Ed. 26 : 14. 

King, Irving. The School as a Center of the Social Life 
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Kirby, Gustavus T. The Recreation Movement; Its 
Possibilities and Limitations. Playground. 5 : 219-24. 
Oct., 1911. 

LaFollette, Robert M. Civic and Social Center Develop- 
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Lang, 0. H. Common School Community. N. E. A. 
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Langdon, William Chauncey. Celebrating the Fourth of 
July by Means of Pageantry. 48 pp. 15 cents. R. Sage F. 

Larned, Charles W. Athletics from Historical and Edu- 
cational Standpoint. Phys. Ed., Vol. 14, No. 1. p. 1. 50 
cents. 

Lawrence, I. A Problem for Women's Clubs. N. E. A. 
1905. 724. 

Lee, Joseph. Constructive and Preventive Philanthropy, 
pp. 109-122. The Macmillan Co., New York, 1906. $1.00. 

Leipziger, H. M. & Perry, C. A. Adult Education and 
the New York Plan of Public Lectures. Nat. Soc. for 
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Leipsiger, Henry M. The Family and The School. Soc. 
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Leipsiger, Henry M. Free Lectures. Critic, 28 : 329. 

1896. 

Leland, Arthur and Lorna H. Playground Technique 
and Playcraft. The F. A. Bassette Co., Springfield, 
Mass., 1909. 284 pp. $2.50 (Bibliography.) 



66 University of South Carolina Bulletin. 

Lindsay, S. M. New Duties and Opportunities for the 
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List of Recreation Centers in Various States. Play- 
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Livermore, Mrs. A. L. School Gardens. 31 pp. 5 cents. 
R. Sage F. 

MacCunn, J. The Making of Character. New York, 
1900. 

Mann, William Justin. Wider Use of the Schoolhouse. 
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Manny, F. A. Social Center in a Swiss Village. Char, 
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Marsh, Benjamin C. The Unused Assets of Our Public 
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Martin, John. Social Work of N. Y. Schools. The 
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Martindale, W. C. The School as a Social Center and 
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Maxwell, William H. Economical Use of School Build- 
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Mayer, Miss Mary Josephine. Our Public Schools as 
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McBaird, H. L. Community Service and the Public 
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McCarthy, Charles. The Schoolhouse as a Branch Public 
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Meanwell, W. E. The Team Game Tournament. 
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Mero, Everett B. American Playgrounds, Their Con- 
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Mero, Everette B. Recreation Advance in Wilwaukee. 
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Milner, F. School Management from the Side of Social 
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The School as a Social Center. 67 

Montgomery, Louisa. Social Work in the Hamline 
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Mowry, Duane. Social and Ed'nal Activity in Milwau- 
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Mowry, Duane. Use of School Buildings for Other Than 
School Purposes. Ed. 29 : 92-96. Oct., 1908. 

Municipal Theatre and Concert Hall. Am. City, May, 
1910. 

National Society for the Study of Ed., 2 pts. Pa., each 
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Neligh, -Clara D. The School as a Social and Industrial 
Center. Southern Workman. 36:604-12. Nov., 1907. 

Nichols, E. H. Competitive Athletics. Phys. Ed., Vol. 
14, No. 9, p 589. 50 cents. 

Norton, A. The School and Home. El. Sch. Tr. 3 : 
128 and 4 : 716. 

Open School Halls. Milwaukee Jour. May 29, 1910. 

Palmer, F. H. How the Home May Help the School. 
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Parents' Clubs and the Public School. Relig. Ed. VI, 574. 

Patten, S. New Basis of Civilization : The Basis in 
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9 pp. 5 cents. 

People and the Schoolhouses. Friend's Intelligencer, 
Mar. 20, 1909. 

Perry, Clarence Arthur. The Community-Used School. 
Nat. Soc. for Study of Ed. Tenth Yearbook, Part 1. 
Also 9 pp., from R. Sage F. 5 cents. 

Perry, Clarence Arthur. Evening Recreation Centers. 
(Bibliog.) 32. pp. 5 cents. R. Sage F. 

Perry, Clarence Arthur. How to Start Social Centers. 
28 pp. 5 cents. R. Sage F. 

Perry, Clarence Arthur. Organized Athletics, Games, 
and Folk Dancing. R. Sage F. 

Perry, Clarence Arthur. The People's University. 
Jour, of Ed. June 16, 1910. 



68 University of South Carolina Bulletin. 

Perry, Clarence Arthur. The Progress of the Wider 
Use Movement. The Common Ground. Vol. 1, p. 623. 
June, 1910. 

Perry, Clarence Arthur. Recreation the Basis of 
Association Between Parents and Teachers. 13 pp. 5 
cents. R. Sage F. 

Perry, Clarence Arthur. The Schoolhouse as a Recrea- 
tion Center. Bui. Univ. Wis. 4 pp. 

Perry, Clarence Arthur, Social Center Development to 
Date (1911.) Bui. Univ. Wis. 7 pp. 

Perry, Clarence Arthur. Social Center Features in New- 
Elementary School Architecture. 48 pp. 25 cents. R. 
Sage F. 

Perry, Clarence Arthur. Social Center Ideas in New 
Elementary School Architecture. Am. Sch. Bd. Jour. 44 : 
11-15, Apr., 1912. 

Perry, Clarence Arthur. Sources of Speakers and Topics 
for Public Lectures in School Buildings. 31 pp. 5 cents. 
R. Sage F. 

Perry, Clarence Arthur. Summer Use of the School- 
house. Am. City, June, 1910. 

Perry, Clarence Arthur. A Survey of School Social Cen- 
ters, Season of 1911-12. 20 pp. 5 cents. R. Sage F. 

Perry, Clarence Arthur. Survey of the Social Center 
Movemement. El. Sch. Tr. Nov., 1912. 13: 124-33. 

Perry, Clarence Arthur. The Unused Recreational 
Resourses of the Average Community. 14 pp. 5 cents. 
R. Sage F. 

Perry, Clarence Arthur. Vacation Schools. (Bibliog.) 
31 pp. 5 cents. R. Sage F. 1 

Perry, Clarence Arthur. Wider Use of the School Plant. 
(References.) New York. 423 pp. $1.25. 

Phenix, G. P. Women's Clubs and Education. Ed. 
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Pieplow, William L. Broader Use of School Buildings. 
Am. Sch. Bd. Jour. 44: 15-16, Jan., 1912. 

Playground and the Social Center. The Common 
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Political Use of School Buildings. Outlook, Sept. 14, 
1912. 102 : 51-2. 



The School as a Social Center. 69 

Pratt, L. C. To Socialize the Schools. Ed. Foundations. 
23:385-88. Mar., 1912. 

Recreation Bibliography. 37 pp. 10 cents. R. Sage F. 

Remington, Jack. Everybody in Prescott Belongs. 
St. Paul Pioneer Press, May, 26, 1912. 

Report of Committee on Festivals. Playground. Feb., 
1911. 

Report of East Boston Center by Comm. on Extended 
Use of School Buildings, Women's Municipal League of 
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Richard, Levy S. The Public Schools as Centers. 
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Richardson, Mrs. Anna Steese. Getting Acquainted. 
Pictorial Rev. Nov., 1910. 

Riley, Thomas James. Increased Use of School Property. 
Am. Jour, of Sociol. Mar., 1906. 11 : 655-62. 

Riley, Thomas James. School and Community; Report. 
Conf. Char, and Cor., 1910., pp. 157-68. 

Roark, R. N. Schoolhouses as Community Centers. 
Economics in Education, pp. 238-40. American Book Co., 
100 Wash. Sq., N. Y. City. $1.00. 

Saddler, M. E., and Others. Continuation Schools in 
England and Elsewhere. (Contains extensive list of 
authorities.) Univ. Press, Manchester, Eng. 770 pp. 8s. 
6d. net. 

Saddler, M. E. The School in Some of Its Relations to 
Social Organization and to National Life. Ed. Rev. 29 : 
338. 

School as a Social Center. Independent. Vol. 54, pp. 
583-84. Mar. 6, 1902. 

School Buildings as Social Centers. St. Paul Pioneer 
Press Sept. 5 1909. 

School Buildings, School Grounds, and Their Improve- 
ment. Pa. gratis, '11. Dept. of Public Instruction, Topeka, 
TC fin ^j?m 

Schoolhouses for the People. Ind. Feb. 9, 1911. Vol. 

70 : 317-8. 
School Extension. Confed. City Govt. 1910. 457-73. 



70 University of South Carolina Bulletin. 

Schwered, Nathan. Finding America. The Common 
Ground. Vol. 1, pp. 66-67. June, 1910. 

Scott, Colin A. The Influence of Kindergaten Methods 
of the Socialization of the School. Ped. Sem. 16 : 550-56. 
Dec, 1909. 

Scudder, H. E. The Schoolhouse as a Center. Atl. Mo., 
77 : 103. Jan., 1896. 

Search, P. W. Scope of the School. Ideal School, pp. 
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433. 

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Smith, H. L. The Full Use of the School Plant. Ed. 
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Social Center. The Common Ground. Vol. 1, pp. 4-6. 
Apr., 1910. 

Social Center Movement in Other Cities. The Common 
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Social Center Movement Throughout America. The 
Common Ground. Vol. 1, pp. 83-88. June, 1910. 

Social Centers in Columbus Schools. Survey, 23 : 696- 
97. Feb. 12, 1910. 

Social Centers in Milwaukee. The Survey, May 18, 
1912, p. 298. 

Social Center in Public Schools. Chicago Daily News, 
Aug. 10, 1909. 

Social Centers in the Schools. Chicago Daily Tribune, 
June 17, 1910. 

Social Duty and the Public School. Relig. Ed. IV, p. 
358. 

Some Opinions of the Rochester Social Centers and 
Civic Clubs. League of Civic Clubs. 

Spargo, John. Social Service of a City School. Crafts- 
man, 10: 605-13. Aug., 1906. 

Starkweather, Mrs. Mary L. The Social Center Move- 
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The School as a Social Center. 71 

Stewart, Seth T. Recreation Centers in the City of New 
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Stitt, Dr. Edward W. Evening Recreation Centers. 
Nat. Soc. for Study of Ed. Tenth Year Book, Part 1. 

Stitt, Dr. Edward W. New York's Evening Recreation 
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Stokes, J. G. P. Public Schools as Social Centers. Am. 
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Stowe, A. M. School Club : Its Relation to Several Edu- 
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Stowe, A. M. School Club, the School Garden and Cor- 
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Strong, Josiah. The Social Center Movement. Bui. 
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Successful Experiment. Survey, Mar. 23, 1912. 27 : 
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Sumner, Walter T. Pres. Conditions Which Demand 
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Suzzallo, Henry. The School as a Social Institution. 
Houghton, Mifflin Co., Cambridge, Mass. 35 cents. 

Suzzallo, Henry. The School of Tomorrow in "The 
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Swift, E. J. Community Demands Upon the Public 
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Tamalpais Center for Community Life. Survey, Vol. 
22, p. 569. July 24, 1909. 

Taylor, G. R. City Neighbors at Play. Survey, Vol. 24, 
pp. 548-59. July 2, 1910. 

Tenth Yearbook of the National Society for the Study of 
Education. Part 1, The City School as a Community 
Center (Bibliography). Part 2, The Rural School as a 
Community Center (Bibliography.) Price of each part, 

75 cents. 

Third Annual Welcome Feast to New Citizens. Com- 
mon Good, Aug., 1912. 

Town House and the Schoolhouse. Ind. Dec. 26, 1912. 

73 : 1514-5. 



72 University of South Carolina Bulletin. 

Vacation Schools, Recreation Centers, Vacation Play- 
grounds. Fourteenth Annual Report of the City Superin- 
tendent of Schools in New York City, 1911-12. Printed 
separately. District Supt., 500 Park Ave., N. Y. City. 

Van Reusselaer, M. G. The Public Educational Associa- 
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Vincent, George E. The New Duty of the School. Wis. 
Tr's. Ass'n, 1907, pp. 137-39. 

Vincent, George E. Social Science and the Curriculum. 
N. E. A., 1901: 124. 

Voting in Schoolhouses in Wilwaukee. The Survey, 
May 18, 1912. Page 299. 

Ward, Edward J. Evening Recreation Center Work, by 
a University. Playground, Vol 5, No. 6, 1911. 

Ward, Edward J. The First Social Center Conference, 
Dallas, Texas. Survey, Mar. 18, 1911. 1002-1004. 

Ward, Edward J. From the Corners to the Center. 
School Progress, Nov., 1909. 

Ward, Edward J. Introductory Statements, Bureau of 
Civic and Social Center Development. Bui. Univ. Wis. 
May, 1911. 5 cents. 34 pp. 

Ward, Edward J. The Little Red Schoolhouse. Survey, 
22 : 640-49, Aug. 7. 1909. 

Ward, Edward J. A. More Important Discovery. Nat. 
Municipal League Clipping Sheet, Feb. 15, 1910. 

Ward, Edward J. Playground and Social Center Work in 
Rochester, N. Y. Playground, Vol: 4, pp. 108-118 June, 
1910. 

Ward, Edward J. A Point of Agreement. Am. City. 
Oct., 1912. 

Ward, Edward J. Public Recreation. Nat. Conf. Char, 
and Cor., pp. 180-181, 1909. 

Ward, Edward J. Public Recreation in America. 
LaFollette's Weekly, Vol. 2, pp. 10-11. June 25, 1910. 

Ward, Edward J. Public Schoolhouse as a Common 
Center for Political Deliberation and Expression. Am. 
City. Oct., 1912. 7 : 325-8. 

Ward, Edward J. The Rochester Civic and Social Cen- 
ters. Nat. Society for Study of Ed. Tenth Yearbook, 
Parti. 



The School as a Social Center. 78 

Ward, Edward J. Rochester's Experiment. Am. Conf. 
of Nat. Municipal League, pp. 123-24 1909. 

Ward, Edward J. Rochester Movement. Ind., Oct. 14, 
1909. 67 : 860-1. 

Ward, Edward J. The Rochester Social Center and 
Civic Club Movement. Am. Sch. Bd. Jour., 40: 4-5, Feb., 
1910. 

Ward, Edward J. Rochester Social Centers. Playground 
Ass'n of Am., Vol 3, pp. 387-396. Also in The Gospel of 
the Kingdom, Oct. 10, pp. 146-51. Bible House, Astor 
Place, N. Y. City. 

Ward, Edward J. Rochester Social Centers and Civic 
Clubs, Story of the First Two Years. League of Civic 
Club, 1909. 123 pp. 40 cents. Also in Sch. Progress, 
1 : 29-30, Nov., 1909. 

Ward, Edward J. The Schoolhouse as the CMc and 
Social Center of the Community. Interstate Schoolman, 
10: 21-24, 9-12. June, July, 1912. Also in N. E. A., 
Feb. 1912, and in U. S. Bureau of Ed. Bui. 1912. 15 : 60-2. 

Ward, Edward J. Schoolhouse or the Saloon. Outlook, 
Nov. 2, 1912. 102 : 487-8. 

Ward, Edward J. The Social Center. Col. Sch. Jour. 
27:10-15, Oct., 1911. 

Ward, Edward J. The Social Center. (Bibliography.) 
D. Appleton & Co., N. Y. City. $1.50 net. Page 350. 

Ward, Edward J. Summary of the Report of the School 
Extension Committee. (Bibliography.) Nat. Municipal 
League, 1910, pp. 371-74. Also in Conf. City Govt. 1910 : 
353-74. 

Ward, Edward J. The Use of the Public School Building 
as a Social Center and Civic Clubhouse. Cin. Conf. for 
Good Govt. 1909, pp. 35-37. See page 40. 

Ward, Edward J. Where Race Barriers Fall. The Cir- 
cle, Vol. 7, pp. 261-62, 302, May, 1910. 

Ward, Mrs. Humphrey. The Playtime of the Poor. Re- 
printed from "The Times." 28 pages. Price, two pence. 
Smith, Elder & Co., 15 Waterloo Place, London. 

Warden, R. D. Vacation Playgrounds. Nat. Soc. for 
Study of Ed., Tenth Yearbook, Part 1. 

Webster, Fred. S. Newsie. Vol. 1, pp. 20-21. Oct., 1909. 



74 University of South Carolina Bulletin. 

Welch, Herbert. The Socialization of the School. Ohio 
Ed. Mo. 58 : 393-97. July, 1909. 

Weston, 0. E. Public School as a Social Center. El. 
Sch. Tr. 6 : 108-116, Oct., 1905. 

Whitney, Evangeline E. Annual Reports as District 
Superintendent in Charge of Vacation Schools, Play- 
grounds and Recreation Centers. Reports of City Super- 
intendents of Schools to New York Board of Education 
from 1902 to 1909. 

Wilcox, Dolos Franklin. American City. Macmillan 
Co., N. Y. City. $1.25. 

Wilson, E. C. Pedagogues and Parents. Henry Holt 
&Co., N. Y. City. $1.25. 

Wilson, Woodrow. Need of Citizen Organization. 
Am. City. Nov., 1911. 5 : 265-8. 

Wilson, Woodrow. The Social Center, a Means of Com- 
mon Understanding. Bui. Univ. Wis. 15 pp. 5 cents. 

Winship, A. E. School's Growing Service to the Home. 
Good Housekeeping. Oct., 1912. 515-20. 

Wirt, William. Utilization of School Plant. Am. Sch. 
Bd. Jour. 44: 24, Mar., 1912. 

Woolston, H. Social Education in the Public Schools. 
Char, and the Com. Sept. 1, 1906. 16-570-8. 

Yerkes, Helen K. Social Centers. Playground, 2 : 14-18, 
Dec, 1908. 

Young, Dr. George B. The Schoolhouse as a Local 
Health Office. Bui Univ. Wis. 10 pp. 5 cents. 

Zueblin, Charles. Public Schools. Am. Municipal Pro- 
gress, 1902, pp. 159-165, 358. 

Zuelblin, Charles. Training of the Citizen. Decade of 
Civic Development, pp. 25-30. Univ. ' Chicago Press. $1.25. 

The Rural School as a Social Center. 

Bailey* L. H. The Playground in Rural Communities. 
Playground, Sept., 1911. 

Bailey, L. H. Recreation in Rural Communities Educa- 
tional. Rural Manhood, Sept., 1911. 

Bailey, L. H. The Survey Idea in Country Life Work. 
Rural Manhood. Oct.. 1911. 



The School as a Social Center. 75 

Bibliography of City and Rural Schools as Community 
Centers. Nat. Soc. for Study of Ed. Tenth Yearbook, Part 1. 

Bishop, E. C. Relation of Rural Schools to Better House- 
keeping. Nat. Soc. Study of Ed. Tenth Yearbook, Part 2. 

Bradley, Rev. Ernest. A Rural Experiment. Play- 
ground. Vol. 5, No. 6. 

Brown, John, Jr. Contests for Public Schools in Rural 
Communities. Rural Manhood. Oct. , 1911. 

Buell, Jennie, One Woman's Work for Farm Women, 
the Story of Mary A. Mayo's Part in Rural Social Move- 
ments. Whitcomb and Barrows, Boston, Mass. 

Butterfield, Kenyon L. Rural Recreation. The Ass'n 
Seminar. Mar., 1912. 

Butterfield, Kenyon L. Rural School and the Community. 
Rural Progress, pp. 121-135, Univ. of Chicago, Chicago, 
111. $1.00. 

Carney, Miss Mabel. Country Life and the Country 
School. Published by Row, Peterson & Co., pp. 229-38. 

Collins, P. V. The Social Center and the Farmer's 
Home. Bui. Univ. Wis. 11 pp. 

Cotton, Fossett A. Country Life and the Country 
School. Sch. and Home Ed. 28 : 90-94. Nov., 1906. 

Country School as a Social Center. Survey, Aug. 20, 
1910, p. 714. 

Crocheron, B. H. Community Work in the Agricultural 
High School. Nat. Society for Study of Ed. Tenth Year- 
book, Part 2. 

Crosby, Dick J., and Crocheron, B. H. Community 
Work in the Rural High School. U. S. Dept. of Agri. 
Yearbook, 1910. 

Crosby, Dick J. How May the Rural Schools Be More 
Closely Related to the Life and Needs of the People? N. 
E. A., 1909, pp, 969-71. 

Curtis, Henry S. The Rural School as a Social Center. 
Soc. Center, 1: 92-94, Dec, 1912. 

Davis, B. M. The General Problem of the Relation of 
the Rural School to Community Needs- a Summary. Nat. 
Soc. for Study of Ed. Tenth Yearbook, Part -2. 

Eberhart, Adolph O. (Gov. of Miss.) What I Am Try- 
ing to Do. The World's Work, April, 1913; pp. 671-6. 



76 University of South Carolina Bulletin. 

Elliott, E. C. Some Problems of the Rural School Situa- 
tion. Atl. Ed. Jour. 4 : 13-14 ; 16-17, 21 ; 17-18, 30 ; 12-13, 
22 ; Feb., Mar., May, June, 1909. 

Emberson, R. H. The Rural School as a Social Center. 
Missouri Sch. Jour. 28 : 498-500, Nov., 1911. 

Field, Jessie. The District Schools in a County as Edu- 
cational and Social Centers. Nat. Soc. for Study of Ed. 
Tenth Yearbook, Part 2. 

Foght, Harold W. The Country Community. Mission- 
ary Education Movement of the United States and 
Canada. New York, 1912. 

Gates, Frederick T. The Country School of Tomorrow. 
Fifteen page pamphlet. Gen. Education Bd., 17 Battery 
Place, New York City. 

Graham, A. B. Rural School Libraries. Nat. Society 
for Study of Ed. Tenth Yearbook, Part 2. 

Hetherington, Clark W. Play for the Country Boy. 
Rural Manhood, May, 1911. 

Hockenberry, John Coulter. Economics and Social Con- 
ditions for the Present Day Rural Communities. Rural 
School in the United States, pp. 8-17. Address J. C. 
Hockenberry, 515 W. 122d St., N. Y. City. 

Howe, F. W. Rural School Extension Through Boys' 
and Girls' Agricultural Clubs. Nat. Soc. for Study of Ed. 
Tenth Yearbook, Part 2. 

Joyner, James Yadkin. The Adjustment of the Rural 
School to the Conditions of Rural Life as Observed in the 
Rural Schools of Page County, Iowa. Conf. for Ed. in 
South, 1910, pp. 69-76. 

Kern, O. J. Annual Report of Winnebago County 
Schools, O. J. Kern, County Superintendent, Rockford, 111. 

Kern, O. J. The Rural School as a Means of Develop- 
ing an Appreciation of Art (indoor and outdoor.) Nat. 
Soc. for Study of Ed. Tenth Yearbook, Part 2. 

Knapp, Seaman A. What Can the Teacher Do for the 
Improvement of Rural Conditions. N. C. Tr's. Assembly, 
1908, pp. 116-30. 

Nelson, N. O. The Rural School as a Social Center. 
Conf. for Ed. in South, 1912, pp. 215-21. 



The School as a Social Center. 77 

Quick, Herbert. The Rural Awakening. Bui. Univ. 
Wis. 11 pp. 

Quick, Herbert. The Use of the Rural Schoolhouse. 
Am. Ed. Rev., 33 : 141-43. Dec, 1911. 

Riley, J. W The Rural School as Community Center. 
N. D. Ed. Ass'n, pp. 96-100. 

Rural Recreation Number of the Playground. Vol. V, 
No. 6. Sept., 1911. 

Scudder, Myron T. Organized Play in the Country. 
Char, and the Com. Aug. 3, 1907. 

Scudder, Myron T. Organized Recreation in Rural 
Schools. Nat. Soc. for Study of Ed. Yearbook. Part 2. 

Scudder, Myron T. The Rural School as a Social Center. 
Playground, Sept., 1911. 

Settle, T. S. Country School Fairs in Va. Dec, 1912. 
Issued by Dept. of Public Instruction, Richmond, Va. 

Social Centers in Rural Communities. The Common 
Ground. Vol. 1, p. 17. April, 1910. 

Social Progress in Country Towns. Survey, Sept. 17, 
1910. 

Warren, S. E. Schools, a Help to the Farmer. Ed. 17 : 
418. 

Wilson, Howard L. Some Economic and Social Aspects 
of the Rural School Problem. Am. Ed. 10: 439-46. Mar., 
1907. 

Suggestive Reports on School Social Centers. 

Reports of Social Centers in the Chicago Public Schools 
(Board of Education, Chicago). Reports of the East Bos- 
ton Center, by Committee on the Extended Use of School 
Buildings, Woman's Municipal League of Boston. Annual 
Reports of the Board of Education, Chicago, 111. Reports 
and publications of Boston Home and School Association. 
Pamphlets published by the Board of Education of Cleve- 
land, Ohio, on its social center work. Annual Reports of 
District Superintendent in charge of vacation schools, 
playgrounds, and evening recreation centers contained in 
the annual reports of the City Superintendent of Schools ; 
and the Reports of the Public Lecture Supervisor, New 



78 University of South Carolina Bulletin. 

York City. Reports of the Board of Education, Rochester, 
N. Y., 1905-1907, pages 123-130. Reports and publica- 
tions of the Home and School League, Philadelphia, Pa. 
Annual Reports of the Public Recreation Commission of 
Columbus, Ohio. Annual Reports of the School Extension 
Society, Columbus, Ohio. Also, the Annual Reports of 
the English Board of Education ; reports of the cities of 
Leeds, Nottingham, Halifax, St. Helens, Widnes, and 
Manchester, England. Annual Reports of the Directors 
of Education in Breslau, Berlin, Leipzig, Dusseldorf, Mag- 
deburg, Posen, Zittan, and Munich. 



APPENDIX A. 

Am. Acad, of Poli. and Soc. Sci. (American Academy 
of Political and Social Science) , Philadelphia, Pa. 

Am. City (American City), 93 Nassau St. New York 
City. 

Am. Ed. (American Education) , Albany, N. Y. 

Am. Ed. Rev. (American Educational Review) , 154 Nas- 
St., New York City. 

Am. Jour, of Sociol. (American Journal of Sociology) , 
Univ. of Chicago Press, Chicago, 111. 

Am. Mag. (American Magazine) , New York City. 

Am. Sch. Bd. Jour. (American School Board Journal), 
9084 Metrop. Bldg., New York City. 

Arena, Trenton, New Jersey. 

Ass'n Seminar (The Association Seminar), Y. M. C. A., 
Springfield, Mass. 

Atl. Ed. Jour. (Atlantic Educational Journal) , Baltimore, 
Maryland. 

Atl. Mo. (Atlantic Monthly), 4 Park St., Boston, Mass. 

Bookman, New York City. 

Boston Com. (Boston Commons) , Boston, Mass. 

Bui. Univ. State of N. Y. (University of the State of 
New York Bulletin) , New York City. 

Bui. Univ. Wis. (University of Wisconsin Bulletin), 
Madison, Wis. 

Char, and the Com. (Charities and the Commons. Now 
the "Survey"), 105 E. 22d St., New York City. 

Child, The (English Pub.), G. S. Strechet & Co. , Agents, 
151 W. 25th St., New York City. 

Cin. Conf. for Good Gov't (Cincinnati Conference for 
Good City Government, proceedings), Cincinnati, Ohio. 

Circle, The Chicago, 111. 

Col. Sch. Jour. (Colorado School Journal), Address 
Sup't of Education, Denver, Colo. 

Common Good, Rochester, N. Y. 

Confed. City Gov't (Confederated City Government). 



80 University of South Carolina Bulletin. 

Conf. for Ed. in the South (Conference for Education in 
the South), G. S. Dickerman, 2 Rector St., New York City. 

Council of Supervisors of the Manual Arts, E. D. 
Griswold, Hastings-Upon-Hudson, N. J. (Yr. Bk., $3.00.) 

C. R. (The Commissioner of Education, Annual 
Reports), U. S. Department of Education, Washington, 
D. C. 

Craftsman, The, New York, City. 

Critic, The, New York City, 

Ed. (Education), The Palmer Co., 120 Boylston St., 
Boston, Mass. 

Ed. Exchange (Educational Exchange), Birmingham, 
Ala. 

Ed. Foundations (Educational Foundations), New York 
City. 

Ed. Jour. (Educator Journal), Indianapolis, Indiana. 

Ed. Rev. (Educational Review), New York City. 

El. Sch. Tr. (Elementary School Teacher), Univ. of 
Chicago Press, Chicago, 111. 

Everybody's Mag. (Everybody's Magazine), New York 
City. 

Farm and Ranch, Dallas, Texas. 

Friend's Intelligencer, Philadelphia, Pa. 

Good Housekeeping, Chicago, 111. 

Home and School League, 1522 Cherry St., Philadelphia, 
Pa. 

Hygiene and Phys. Ed. (Hygiene and Physical Educa- 
tion), F. A. BassettCo., Springfield, Mass. 

Ind. (Independent), 130 Fulton St., New York City. 

Interstate Schoolman, Hutchinson, Kansas. 

Jour, of Ped. (Journal of Pedagogy), Syracuse, N. Y. 

LaFollette's Weekly, Madison, Wis. 

League of Civic Clubs, Rochester, Rochester, N. Y. 

Milwaukee Journal, Milwaukee, Wis. 

Missouri Sch. Jour. (Missouri School Journal), Mexico, 
Missouri. 

Nat. Conf. Char, and Cor. (National Conference of 
Charities and Correction, proceedings), Alex. Johnson, 
Sec't., Fort Wayne, Ind. 

Nation, New York City. 



The School as a Social Center. 81 

Nat Municipal League (National Municipal League), 
703 North American Bldg., Philadelphia, Pa. 

Nat. Soc. for Study of Ed. (National Society for the 
Study of Education, addresses and proceedings) , Univ. of 
Chicago, Chicago, 111. 

N. C. TVs Assembly (North Carolina Teachers' Assem- 
bly). Address State Dept. of Education, Raleigh, N. C. 

N. D. Ed. Ass'n (North Dakota Educational Associa- 
tion). Address State Dept. of Education, Bismark, N. D. 

N. E. A. (National Education Association, addresses 
and proceedings), 36 W. 25th St., New York City. 

New Boston, 6 Beacon St., Boston, Mass. 

New York, The Macmillan Co., New York City. 

Outlook, 287 Fourth Ave., New York City. 

Ped. Sem. (Pedagogical Seminary) , Worchester, Mass. 

Penn. Sch. Jour. (Pennsylvania School Journal). 
Address Dept. of Education, Harrisburg, Penn. 

Phys. Ed. (Physical Education), Springfield, Mass. 

Pictorial Rev. (Pictorial Review), New York City. 

Playground, 1 Madison Ave., New York City. 

Playground Ass'n of Amer. (Playground and Recrea- 
tion Association of America, proceedings), 1 Madison Ave., 
New York City. 

Pub. E. A. of Phila. (Public Education Association of 
Philadelphia, proceedings), Philadelphia, Pa. 

Ohio Ed. Mo. (Ohio Educational Monthly). Address 
Dept. of Education, Columbus, Ohio. 

Relig. Ed. (Religious Education), Chicago, 111. 

Rochester Settlement Bui., Rochester, N. Y. 

R. of R's. (Review of Reviews), 30 Irving Place, 
N. Y. City. 

R. Sage F. (Russell Sage Foundation), 105 E. 22d St., 
N. Y. City. 

Rural Manhood, 124 E. 28th St., N. Y. City. 

Sch.and Home Ed. (School and Home Education), 
Bloomington, 111. 

Sch. Jour. (School Journal), E. L. Kellogg & Co., New 
York City. 

School Progress, Philadelphia, Penn. 



82 University of South Carolina Bulletin. 

Soc. Center (The Social Center), 30-32 West 13th St., 
New York, N. Y. 

Soc. Ed. Quarterly (Social Education Quarterly), Boston 
Normal School, Boston, Mass. 

Southern Workman, Hampton Institute, Hampton, Va. 

Sower, Christopher Co., 614 Arch St., Philadelphia, Penn. 

Survey (or Charities), 105 E. 22d St., New York City. 

U. S. Dept. of Agri. (United States Department of 
Agriculture), Washington, D. C. 

Va. Jour, of Ed. (Virginia Journal of Education). 
Address Dept. of Education, Richmond, Va. 

Vocational Ed. (Vocational Education) , Peoria, 111. 

Western Jour, of Ed. (Western Journal of Education), 
711 Mission St., San Francisco, Cal. 

Wis. Tr's Ass'n (Wisconsin Teachers' Association, 
proceedings), C. P. Cary, State Supt, Madison, Wis. 

World's Events, Chicago, 111 

World's Work, Garden City, Long Island, N. Y. 

World Today, 67 Wabash Ave., Chicago, 111. 



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